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題名 新冠疫情期間高校支持與學生心理健康狀況調查---以中國大陸壹所大學爲例
EXAMINING THE UNIVERSITY SUPPORTS AND INTERNATIONAL STUDENTS’ PSYCHOLOGICAL WELL-BEING DURING THE COVID-19 PANDEMIC: A CASE STUDY OF A UNIVERSITY IN MAINLAND CHINA作者 康澤宇
KANG, ZEYU貢獻者 洪煌堯
Padmore A. Amoah
康澤宇
KANG, ZEYU關鍵詞 新冠疫情
國際學生
封鎖
心理幸福感
中國大陸高等教育院校
COVID-19 pandemic
international students
lockdown
psychological well-being
Chinese universities日期 2022 上傳時間 1-Dec-2023 10:38:04 (UTC+8) 摘要 自21世紀以來，中國的高等教育吸引了許多來自不同國家的大學生，這反映了近年來國際學生的流動。新冠肺炎疫情的衝擊對世界大多數地區來說都是前所未有的，尤其是對在中國的國際學生來說。這些學生必須迅速適應“新常態”，這包括他們的學術和社會生活的重大變化。這種變化對他們整體幸福感的影響是中國和全球研究的主題。本研究採用Ryff（1995）的心理健康概念和Turner（2009）的壓力過程模型作為概念框架，探討國際學生所經歷的各種型別的壓力或挑戰如何影響他們的心理健康。它還調查了大學在疫情期間對其心理健康的支援作用。 本研究採用定性的案例研究設計。資料是透過對中國大陸一所大學的九名國際學生和一名國際學生導師的深入訪談方法收集的，方法是有目的地抽樣和分析與疫情期間維持國際學生福祉的支援和措施有關的大學工作檔案。對檔案和麵試資料的分析顯示，該大學實施了嚴格的規定，如校園封鎖、自我隔離和推遲新學期。這些壓力事件，加上學術、財務、社會和文化挑戰以及資訊傳播，成為國際學生的慢性壓力，嚴重影響了他們的心理健康。 總體而言，研究結果表明，在新冠肺炎期間，國際學生的心理健康包括懷疑、焦慮、安全和信心等情緒。六個影響因素可能會引發這四種情緒：複雜的生活目標、個人成長的困境、環境法規的薄弱、不適應的自我接納、人際關係的重建以及有限的個人獨立性和自主性。此外，還考察了支援措施對國際學生心理健康的有效性。儘管案例大學提供了足夠的材料和醫療用品，但學生們認為線上課程和跨文化心理諮詢的質量對他們和這種情況來說不夠。結論表明，儘管為國際學生緩解壓力提供了社會支援措施，但政府和大學採取的新冠肺炎強制措施仍對他們的心理健康產生負面影響。這項研究表明，中國大陸的大學本應更多地關注疫情期間留在校園的國際學生的心理健康。學校需要加強準確的資訊更新，為國際學生的心理健康提供更多的跨文化服務。
The higher education sector in China has attracted many university students from different countries since the 21st century, reflecting the flow of international students over recent years. The onslaught of the COVID-19 pandemic was unprecedented to most of the world, especially for international students in China. These students had to rapidly adapt to the "new normal", which included significant changes to their academic and social lives. The impact of such changes on their overall well-being is a subject of research in China and globally. This study adapts Ryff's (1995) concepts of psychological well-being and Turner's (2009) stress process model as the conceptual framework to explore how various types of stress or challenges experienced by international students influence their psychological well-being. It also investigates the role of universities' support on their mental health during the pandemic. This study relies on a qualitative case study research design. Data was gathered through an in-depth interview method with nine international students and one international student mentor in one mainland China university by purposive sampling and analysis of university working documents relating to support and measures to maintain the well-being of international students during the pandemic. The analysis of documents and interview data shows that the university implemented stringent regulations such as campus lockdown, self-quarantine and postponement of a new semester. These stressful events, combined with academic, financial, social and cultural challenges and infodemic, became chronic stress to international students, significantly impacting their mental health. Generally, the findings illustrate that international students' psychological well-being during COVID-19 included such emotions as doubt, anxiety, safety, and confidence under the case university support measures. Six impactful factors might provoke those four emotions: complicated life goals, predicaments of personal growth, weakness of environmental regulations, maladaptive self-acceptance, reconstruction of interpersonal relationships and limited individual independence and autonomy. Furthermore, the effectiveness of support measures on the psychological well-being of international students was examined. Although the case university provided adequate materials and medical supplies, the students felt that the quality of online courses and cross-cultural psychological counselling was inadequate for them and the situation. The conclusion reveals that even though social support measures were provided for international students' stress alleviation, their mental health was still negatively influenced by the COVID-19 mandatory measures taken by the governments and universities. 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Journal of affective disorders, 285, 97–104. 描述 博士
國立政治大學
教育學系
109152519資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109152519 資料類型 thesis dc.contributor.advisor 洪煌堯 zh_TW dc.contributor.advisor Padmore A. Amoah en_US dc.contributor.author (Authors) 康澤宇 zh_TW dc.contributor.author (Authors) KANG, ZEYU en_US dc.creator (作者) 康澤宇 zh_TW dc.creator (作者) KANG, ZEYU en_US dc.date (日期) 2022 en_US dc.date.accessioned 1-Dec-2023 10:38:04 (UTC+8) - dc.date.available 1-Dec-2023 10:38:04 (UTC+8) - dc.date.issued (上傳時間) 1-Dec-2023 10:38:04 (UTC+8) - dc.identifier (Other Identifiers) G0109152519 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/148480 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 109152519 zh_TW dc.description.abstract (摘要) 自21世紀以來，中國的高等教育吸引了許多來自不同國家的大學生，這反映了近年來國際學生的流動。新冠肺炎疫情的衝擊對世界大多數地區來說都是前所未有的，尤其是對在中國的國際學生來說。這些學生必須迅速適應“新常態”，這包括他們的學術和社會生活的重大變化。這種變化對他們整體幸福感的影響是中國和全球研究的主題。本研究採用Ryff（1995）的心理健康概念和Turner（2009）的壓力過程模型作為概念框架，探討國際學生所經歷的各種型別的壓力或挑戰如何影響他們的心理健康。它還調查了大學在疫情期間對其心理健康的支援作用。 本研究採用定性的案例研究設計。資料是透過對中國大陸一所大學的九名國際學生和一名國際學生導師的深入訪談方法收集的，方法是有目的地抽樣和分析與疫情期間維持國際學生福祉的支援和措施有關的大學工作檔案。對檔案和麵試資料的分析顯示，該大學實施了嚴格的規定，如校園封鎖、自我隔離和推遲新學期。這些壓力事件，加上學術、財務、社會和文化挑戰以及資訊傳播，成為國際學生的慢性壓力，嚴重影響了他們的心理健康。 總體而言，研究結果表明，在新冠肺炎期間，國際學生的心理健康包括懷疑、焦慮、安全和信心等情緒。六個影響因素可能會引發這四種情緒：複雜的生活目標、個人成長的困境、環境法規的薄弱、不適應的自我接納、人際關係的重建以及有限的個人獨立性和自主性。此外，還考察了支援措施對國際學生心理健康的有效性。儘管案例大學提供了足夠的材料和醫療用品，但學生們認為線上課程和跨文化心理諮詢的質量對他們和這種情況來說不夠。結論表明，儘管為國際學生緩解壓力提供了社會支援措施，但政府和大學採取的新冠肺炎強制措施仍對他們的心理健康產生負面影響。這項研究表明，中國大陸的大學本應更多地關注疫情期間留在校園的國際學生的心理健康。學校需要加強準確的資訊更新，為國際學生的心理健康提供更多的跨文化服務。 zh_TW dc.description.abstract (摘要) The higher education sector in China has attracted many university students from different countries since the 21st century, reflecting the flow of international students over recent years. The onslaught of the COVID-19 pandemic was unprecedented to most of the world, especially for international students in China. These students had to rapidly adapt to the "new normal", which included significant changes to their academic and social lives. The impact of such changes on their overall well-being is a subject of research in China and globally. This study adapts Ryff's (1995) concepts of psychological well-being and Turner's (2009) stress process model as the conceptual framework to explore how various types of stress or challenges experienced by international students influence their psychological well-being. It also investigates the role of universities' support on their mental health during the pandemic. This study relies on a qualitative case study research design. Data was gathered through an in-depth interview method with nine international students and one international student mentor in one mainland China university by purposive sampling and analysis of university working documents relating to support and measures to maintain the well-being of international students during the pandemic. The analysis of documents and interview data shows that the university implemented stringent regulations such as campus lockdown, self-quarantine and postponement of a new semester. These stressful events, combined with academic, financial, social and cultural challenges and infodemic, became chronic stress to international students, significantly impacting their mental health. Generally, the findings illustrate that international students' psychological well-being during COVID-19 included such emotions as doubt, anxiety, safety, and confidence under the case university support measures. Six impactful factors might provoke those four emotions: complicated life goals, predicaments of personal growth, weakness of environmental regulations, maladaptive self-acceptance, reconstruction of interpersonal relationships and limited individual independence and autonomy. Furthermore, the effectiveness of support measures on the psychological well-being of international students was examined. Although the case university provided adequate materials and medical supplies, the students felt that the quality of online courses and cross-cultural psychological counselling was inadequate for them and the situation. The conclusion reveals that even though social support measures were provided for international students' stress alleviation, their mental health was still negatively influenced by the COVID-19 mandatory measures taken by the governments and universities. This study suggests that universities in the Chinese Mainland should have paid more attention to the psychological well-being of international students who stayed on campus during the pandemic. The university needs to enhance accurate information updating and offer more cross-cultural services to international students for their psychological well-being. en_US dc.description.tableofcontents Chapter 1. Introduction 1 1.1 Background 1 1.2 Preventative measures taken by Chinese higher education institutions 3 1.3 Research Gaps 4 1.4. Research objectives 6 1.5 Research questions 6 1.6 Significance of the study 7 Chapter 2. The theoretical overview 10 2.1 Definition of psychological well-being 10 2.2 Ryff’s theory of psychological well-being 11 2.3 Studies on the Six factors that affect psychological well being 14 2.4 Studies on the relationship between social support and psychological well-being 15 2.5 The theoretical model used in this study 16 Chapter 3. Literature Review 25 3.1 Sociocultural stress of international students 25 3.2 Academic stress of international students during COVID-19 29 3.3 Financial stress of international students 30 3.4 The information overload of international students: 30 3.5 Institutional support to international students during COVID-19 32 Chapter 4. Study design 37 4.1 Research Strategy 40 4.2 Participants 42 4.3 Sampling process 46 4.4 Data collection 49 4.4.1 Primary data collection 50 4.4.2 Secondary data collection: University Documents 52 4.5 Individual Interviews 53 4.6 Data Analysis 57 4.6.1 Interview data analysis 57 4.6.2 Documentation analysis 59 4.7 Trustworthiness 59 4.8 Ethical consideration 61 Chapter 5. Findings: Institutional support from the case university during the COVID-19 pandemic 63 5.1 Introduction of Chapter 5 63 5.2 Institutional response to Covid pandemic 63 5.2.1 Adequate necessities 64 5.2.2 Medical Supply 65 5.3.3 Academic support 66 5.4.4 Mentor self-efforts 68 5.3 Three key components of university documents 73 5.3.1 Response mechanism for students confirmed COVID-19 cases 74 5.3.2 Emergency guideline of management measures: 74 5.4.3 General support measures for all university students 75 5.4 The Perception and evaluation of university measures 75 5.5 Summary of Findings 79 Chapter 6. Findings: The psychological stress encountered by international student participants 81 6.1 Introduction of Chapter 6 81 6.2 Social characteristics of international student's stress during Covid-19 81 6.2.1 Effect of social and cultural groups on international students 82 6.2.2 Socioeconomic Status of international students in China 83 6.2.3 Ethnicity and Racism against international students in China 85 6.3 Type of stress of international students during the COVID-19 87 6.3.1 Stressful Life Events 88 6.3.2 Chronic Stress 94 6.4 Four main emotions of international students 101 6.4.1 Doubt 101 6.4.2 Anxiety 103 6.4.3 Safety 106 6.4.4 Confidence 108 6.5. Summary of findings 109 Chapter 7. Discussion 111 7.1 Introduction of the Discussion 111 7.2 Stress Exposure at Socioeconomic and Cultural Levels 112 7.3 Life Event-Specific and Chronic Stressors 114 7.4 Institutional Support Provision at Multi-Levels 120 7.5 Six impact Aspects influencing international student participants in the case university 124 7.5.1 Perplexed life goals 126 7.5.2 Predicament of Personal Growth 127 7.5.3 Weakness of resources mastery 128 7.5.4 Maladaptive Self-acceptance of pandemic learning life 129 7.5.5 Reconstruction of interpersonal relationships 130 7.5.6 Limited individual independence and autonomy 131 Chapter 8. Conclusions and Implications 134 8.1 Implications for university support to international students’ psychological well-being 134 8.2 Limitations 136 8.3 Conclusion 137 References: 143 Appendix 1. Semi-structured Interview Guide (Second round) 162 Appendix 2. Consent form of interview 163 zh_TW dc.format.extent 1599736 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109152519 en_US dc.subject (關鍵詞) 新冠疫情 zh_TW dc.subject (關鍵詞) 國際學生 zh_TW dc.subject (關鍵詞) 封鎖 zh_TW dc.subject (關鍵詞) 心理幸福感 zh_TW dc.subject (關鍵詞) 中國大陸高等教育院校 zh_TW dc.subject (關鍵詞) COVID-19 pandemic en_US dc.subject (關鍵詞) international students en_US dc.subject (關鍵詞) lockdown en_US dc.subject (關鍵詞) psychological well-being en_US dc.subject (關鍵詞) Chinese universities en_US dc.title (題名) 新冠疫情期間高校支持與學生心理健康狀況調查---以中國大陸壹所大學爲例 zh_TW dc.title (題名) EXAMINING THE UNIVERSITY SUPPORTS AND INTERNATIONAL STUDENTS’ PSYCHOLOGICAL WELL-BEING DURING THE COVID-19 PANDEMIC: A CASE STUDY OF A UNIVERSITY IN MAINLAND CHINA en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Akhtar, M., & Kroener-Herwig, B. (2019). 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