Academic stress and positive affect: Asian value and self-worth contingency as moderators among Chinese international students.
The theoretical model proposed by Berry and colleagues (Berry, 1997; Berry, Kim, Minde, & Mok, 1987) highlights the importance of identifying moderators in the acculturation process. Accordingly, the current study examined the Asian cultural value of family recognition through achievement (FRTA) and contingency of self-worth on academic competence (CSW-AC) as moderators in the association between academic stress and positive affect among Chinese international students. A total of 370 Chinese international students completed online surveys. Results from a hierarchical regression indicated that while academic stress was negatively associated with positive affect, FRTA was positively associated with positive affect. In other words, those with high academic stress reported a lower level of positive affect. However, individuals who endorsed high levels of FRTA reported a higher level of positive affect. In addition, results also revealed a significant interaction between academic stress and CSW-AC on positive affect. Thus, the study's finding supported the moderator role of CSW-AC. Simple effect analyses were conducted to examine the significant interaction. The results showed that higher levels of CSW-AC strengthened the negative association between academic stress and positive affect but lower levels of CSW-AC did not. Future research directions and implications are discussed.
Department of Counseling and Family Therapy, University of Missouri-St. Louis.
Kelly Yu-Hsin
KY
Liao
Department of Psychology, Iowa State University.
Meifen
M
Wei
D000069:Acculturation; D000124:Achievement; D000223:Adaptation, Psychological; D000293:Adolescent; D000328:Adult; D000339:Affect; D002681:China / Q000208:ethnology; D004493:Education; D005195:Family Relations; D005260:Female; D006801:Humans; D008297:Male; D011582:Psychological Theory; D012044:Regression Analysis; D012649:Self Concept; D012945:Social Values; D013315:Stress, Psychological / Q000523:psychology*; D013334:Students / Q000523:psychology*; D014481:United States; D055815:Young Adult