Acculturation, Self-Efficacy, and Emotion Regulation Among Chinese International Students

It is essential for mental health professionals to develop a profound understanding of multicultural knowledge regarding Chinese international undergraduate college students to serve this population adequately with culturally responsive strategies and interventions. This dissertation study implemented a qualitative research approach, specifically grounded theory, to examine the perceptions of Chinese international undergraduate students regarding their (1) views concerning their acculturation, (2) self-efficacy appraisals, and (3) emotion regulation abilities. Further this study explored preferred strategies and resources utilized to overcome the challenges of studying abroad. The data for this study were collected through semi-structured interviews with 10 Chinese international undergraduate college students currently enrolled at a higher education institution and who completed a minimum of one semester of study in the United States. The findings of this study specify the importance of understanding how distinct challenges of acculturation can involve the difficulties of initiating and maintaining relationships, becoming independent and self-reliant, and meeting new academic expectations. Additionally, it is important to recognize the variation in adaptive emotion regulation strategies among Chinese international students. Furthermore, the complexity of perceived self-efficacy appraisals can be examined further by considering the sources of self-efficacy, perceived areas of improvement, awareness and connection in social situations, and sense of belonging through social ties. Lastly, the findings of this study specify how an individual’s support system and skill development can potentially help them overcome the unique challenges of studying abroad.