International students' reported English fluency, social support satisfaction, and social connectedness as predictors of acculturative stress

By Christine J. Yeh, Mayuko Inose. 2003

1,066 citations recorded by the source corpus.

Subfields: Communication, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6b5ace6fa5e9af04ed36a54c7f6e003767edf153

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. Danica Bybell
2. Thu Ngo
3. A. O’Reilly
4. D. Ryan
5. Ayşe Çiftçi
6. A. Araujo
7. Rachel Smith
8. M. Jackson

In Social Psychology

1. Meifen Wei
2. Tsun-Yao Ku
3. P. P. Heppner
4. Danica Bybell
5. Thu Ngo
6. A. O’Reilly
7. Susan Kashubeck‐West
8. D. Ryan

Citations in the corpus

• Reworking the appraisal framework in ESL research: refining attitude resources (2015, background): “…tasks that require them to express their critical and analytical thinking (Brick 2009) but also in their everyday lives when the capacity to precisely express their feelings and opinions affects their psychological adjustment and levels of acculturative stress (Redmond 2000, Yeh and Inose 2003).”
• East Asian International Students and Psychological Well-Being: A Systematic Review (2014, neutral): “…& Lan, 2013; Wang & Mallinckrodt, 2006; Ye, 2005), perceived discrimination (Wei et al., 2008), homesickness (Poyrazli & Lopez, 2007; Tognoli, 2003), language proficiency (Sue & Sue, 2007; Yeh & Inose, 2003), and other issues (Iwamoto & Liu, 2010; Poyrazli, Kavanaugh, Baker, & AI-Timimi, 2004).”
• The Interplay of International Students' Acculturative Stress, Social Support, and Acculturation Modes (2015, background): “Acculturative stress is another prominent factor for international students and has also been of interest to a number of researchers (Yeh & Inose, 2003; Poyzrali, Kavanaugh, Baker, & Al-Timimi, 2004; Constantine, Okazaki, & Utsey, 2004; Olaniran, 1993).”
• Providing a positive learning experience for international students studying at UK universities: A literature review (2014, background): “Yeh and Inose (2003) state that academic writing, and how language is used, can cause some difficulty in understanding for the student, as well as causing the student some frustration.”
• A review of the acculturation experiences of international students (2011, background): “Yeh and Inose (2003) sampled 359 international students in a U.S.A university, and found hat international students who felt socially connected and who were content with their social support networks exhibited ower acculturative distress.”
• Asian international students’ socio-cultural adaptation: Influence of multicultural personality, assertiveness, academic self-efficacy, and social support (2014, positive): “Social support is a critical factor in the adjustment of ISs in the U.S. (Rajapaksa & Dundes, 2002; Yeh & Inose, 2003; Ying & Liese, 1991), and relationships with both co-national and American students might be important.”
• International Student Security and English Language Proficiency (2012, background): “Proficiency in English affects psychological adjustment and the level of stress (Redmond, 2000; Yeh & Inose, 2003).”
• Spoken fluency revisited (2010, background): “(actual and potential) and social peer-groups (Tainer, 1988; Dustmann,1994; Chiswick and Miller, 1998; Dávila and Mora, 2000; Shields and Wheatley Price, 2002; Yeh and Inose, 2003).”
• Adjustment Issues of International Students Enrolled in American Colleges and Universities: A Review of the Literature (2011, background): “In an investigation of the influence of reported English proficiency in predicting acculturative stress among international students, Yeh and Inose (2003) found that self-reported English language fluency was a significant predictor of acculturative distress.”
• Discrimination Distress among Chinese American Adolescents (2008, neutral): “of negative racial experiences (Yeh and Inose 2002).”
• The Psychological Well-Being and Sociocultural Adaptation of Short-Term International Students in Ireland (2010, positive): “In general, research has shown that international students who are more proficient in the host language experience fewer adjustment difficulties when they study abroad (Poyrazli et al., 2001; Yeh & Inose, 2003).”