國立虎尾科技大學 |

Cultural Adaptation of Chinese International College Students in the U.S. : = Parenting, Communication, and Acculturation.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Cultural Adaptation of Chinese International College Students in the U.S. :/
其他題名:	Parenting, Communication, and Acculturation.
作者:	Zhou, Yuyang.
面頁冊數:	1 online resource (110 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355134353

Cultural Adaptation of Chinese International College Students in the U.S. : = Parenting, Communication, and Acculturation.
Zhou, Yuyang.

Cultural Adaptation of Chinese International College Students in the U.S. :Parenting, Communication, and Acculturation. - 1 online resource (110 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ed.D.)--St. Thomas University, 2017.

Includes bibliographical references

After Chinese students come to the U.S., the acculturation process is an important predictor of Chinese international college students' personal well-being and future academic achievement. Researchers and practitioners keep seeking factors that could help them in the acculturation process. This research investigated how those students' parenting styles and communication relate to their acculturation. 294 Chinese international college students from colleges in South Florida were recruited to complete a set of questionnaires, including the Scale of Parenting Styles (Gafoor & Abidha, 2014), Willingness to Communicate Scale (McCroskey, 1997), as well as Acculturation Questionnaire (Tong, 2014). The correlational analysis result revealed that parenting styles are related to Chinese international college students' acculturation, and that Chinese international college students' willingness to communicate is positively relevant with their acculturation outcomes and parental control. Nevertheless, no significant relationship was found between parental responsiveness and children's willingness to communicate. Limitations, practical implications and directions for future research were discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355134353Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Cultural Adaptation of Chinese International College Students in the U.S. : = Parenting, Communication, and Acculturation.
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500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
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502 $a Thesis (Ed.D.)--St. Thomas University, 2017.
504 $a Includes bibliographical references
520 $a After Chinese students come to the U.S., the acculturation process is an important predictor of Chinese international college students' personal well-being and future academic achievement. Researchers and practitioners keep seeking factors that could help them in the acculturation process. This research investigated how those students' parenting styles and communication relate to their acculturation. 294 Chinese international college students from colleges in South Florida were recruited to complete a set of questionnaires, including the Scale of Parenting Styles (Gafoor & Abidha, 2014), Willingness to Communicate Scale (McCroskey, 1997), as well as Acculturation Questionnaire (Tong, 2014). The correlational analysis result revealed that parenting styles are related to Chinese international college students' acculturation, and that Chinese international college students' willingness to communicate is positively relevant with their acculturation outcomes and parental control. Nevertheless, no significant relationship was found between parental responsiveness and children's willingness to communicate. Limitations, practical implications and directions for future research were discussed.
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