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Do Coping Skills and Social Connections Moderate the Relationship Between English Language Proficiency and Acculturative Stress?

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Do Coping Skills and Social Connections Moderate the Relationship Between English Language Proficiency and Acculturative Stress?/
Author:	Schmidt, Paul.
Description:	1 online resource (137 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355303698

Do Coping Skills and Social Connections Moderate the Relationship Between English Language Proficiency and Acculturative Stress?
Schmidt, Paul.

Do Coping Skills and Social Connections Moderate the Relationship Between English Language Proficiency and Acculturative Stress? - 1 online resource (137 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

Economic and cultural benefits amplify the importance of ensuring that international students are able to adapt to the culture of the United States. International students who are enrolled in universities in the United States contribute to the success of American society, not simply the institutions they attend. The problem addressed is the poor English language proficiency of international students enrolled in military schools in the United States. Specifically, the problem is that the relationship between English language proficiency and acculturative stress is not linear, and it is not known what variables moderate this relationship, given that past research also indicates that variables such as the level of coping skills and social connections also contribute to acculturative stress. The purpose of the proposed quantitative cross-sectional correlational study was to examine whether the level of coping skills and social connections moderate the relationship between English language proficiency and acculturative stress of international students enrolled in military schools in the United States. The independent variable was English language proficiency measured by the English comprehension level test administered by the Defense Language Institute in Monterey, California. The dependent variable, acculturative stress, was measured using the Socio-cultural Adaptation Scale. The moderating variables were the level of coping skills and social connections of students. The level of coping skills were measured using the Coping Strategies Questionnaire, whereas the level of social connections were measured using the UCLA Loneliness Scale. The population of this study included international officers who have attended the U.S. Army's Command and General Staff College. It was found that English language proficiencies and levels of acculturative stress were not related to social connection and coping skills. However, it was also found that as social connections increased within the study area (U.S. Army's Command and General Staff College in the United States) so too did the coping skills observed within this study. Conversely, coping skills and social connections did not relate to levels of English language proficiency and acculturative stress, this comes in addition to English language proficiency not being a predictor of acculturative stress.

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

Mode of access: World Wide Web

ISBN: 9780355303698Subjects--Topical Terms:

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

554714
Electronic books.

Do Coping Skills and Social Connections Moderate the Relationship Between English Language Proficiency and Acculturative Stress?
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520 $a Economic and cultural benefits amplify the importance of ensuring that international students are able to adapt to the culture of the United States. International students who are enrolled in universities in the United States contribute to the success of American society, not simply the institutions they attend. The problem addressed is the poor English language proficiency of international students enrolled in military schools in the United States. Specifically, the problem is that the relationship between English language proficiency and acculturative stress is not linear, and it is not known what variables moderate this relationship, given that past research also indicates that variables such as the level of coping skills and social connections also contribute to acculturative stress. The purpose of the proposed quantitative cross-sectional correlational study was to examine whether the level of coping skills and social connections moderate the relationship between English language proficiency and acculturative stress of international students enrolled in military schools in the United States. The independent variable was English language proficiency measured by the English comprehension level test administered by the Defense Language Institute in Monterey, California. The dependent variable, acculturative stress, was measured using the Socio-cultural Adaptation Scale. The moderating variables were the level of coping skills and social connections of students. The level of coping skills were measured using the Coping Strategies Questionnaire, whereas the level of social connections were measured using the UCLA Loneliness Scale. The population of this study included international officers who have attended the U.S. Army's Command and General Staff College. It was found that English language proficiencies and levels of acculturative stress were not related to social connection and coping skills. However, it was also found that as social connections increased within the study area (U.S. Army's Command and General Staff College in the United States) so too did the coping skills observed within this study. Conversely, coping skills and social connections did not relate to levels of English language proficiency and acculturative stress, this comes in addition to English language proficiency not being a predictor of acculturative stress.
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