學術產出-學位論文
文章檢視/開啟
書目匯出
-
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 1-十二月-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. 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.參考文獻 Akhtar, M., & Kroener-Herwig, B. (2019). Coping Styles and Socio-demographic Variables as Predictors of Psychological Well-Being among International Students Belonging to Different Cultures. Current Psychology, 38(3), 618–626. Al-Amoudi, I., & Willmott, H. (2011). Where Constructionism and Critical Realism Converge: Interrogating the Domain of Epistemological Relativism. Organization Studies, 32(1), 27–46. doi:10.1177/0170840610394293 Aleksander, A. Damijana, K. Dejan, R. Nina, T. & Lan, U. (2020). Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability Alharbi, E.S., & Smith, A.P. (2018). Review of the literature on stress and well-being of international students in English-speaking countries. IES, 11, 22. https://doi.org/10.5539/ies.v11n6p22. Altonji J., Arcidiacono P., & Maurel, A. (2016). The analysis of field choice in college and graduate school: determinants and wage effects. Handbook of the Economics of Education., 5, 305–396. Cambridge, MA: Elsevier. Amani M. Al‐Hosan, Alrajeh, N. M. , & Arnout, B. A. . (2020). The role of university teaching staff members in cognitive awareness and raising the level of health protection, value, and morale of students through the covid‐19 pandemic. Journal of Public Affairs, 20(4). Amoah, P. A., & Mok, K. H. J. (2020, Jun 13). The Covid-19 pandemic and internationalisation of higher education: International students’ knowledge, experiences and well-being. https://www.hepi.ac.uk/2020/06/13/weekend-reading-the-covid-19-pandemic-and-internationalisation-of-higher-education-international-students-knowledge-experiences-and-well-being/ Anderson, J. R., & Guan Y. (2018). Implicit acculturation and the academic adjustment of Chinese student sojourners in Australia. Aust Psychol, 53, 444–453. Aneshensel, Bierman, A., & Phelan, J. C. (2013). Handbook of the Sociology of Mental Health (2. Aufl.). Springer Netherlands. Aneshensel, C. S., & Mitchell, U. A. (2014). The stress process: Its origins, evolution, and future. In Johnson, R. J., Turner, R. J., & Link, B. G. (Eds.), Springer briefs in sociology. Sociology of mental health: Selected topics from forty years, 1970s-2010s (pp. 53–74). New York: Springer Science + Business Media. Anhui Medical University. (2020). International students feel the Counselor's "China worm temperature" during the epidemic. (Chinese Version Only). Retrieved From: 国际学生疫情期间感受辅导员“中国温度” (ahmu.edu.cn) Ani, O. E. (2021). Assessing international students' experience of the COVID-19 pandemic in China. Journal of Studies in International Education, 25(1), 87-101. https://doi.org/10.1177/1028315320963652 Au. (2017). The Sociological Study of Stress: An Analysis and Critique of the Stress Process Model. European Journal of Mental Health, 12(1), 53–72. https://doi.org/10.5708/EJMH.12.2017.1.4 Barbour, B. (2014). Introducing qualitative research: A student’s guide (2nd ed.). London, England: Sage. Barkham, M., Broglia, E., Dufour, G., Fudge, M., Knowles, L., Percy, A., Turner, A., Williams, C., & Consortium, S. (2019). Towards an evidence-base for student wellbeing and mental health: Definitions, developmental transitions and data sets. Counselling and Psychotherapy Research, 19(4), 351–357. Bavel, J.J.V., Baicker, K., Boggio, P.S., Capraro, V., Cichocka, A., Cikara, M., Crockett, M.J., Crum, A.J., Douglas, K.M., Druckman, J.N., Drury, J., Dube, O., Ellemers, N., Finkel, E.J., Fowler, J.H., Gelfand, M., Han, S., Haslam, S.A., Jetten, J., Kitayama, S., Mobbs, D., Napper, L.E., Packer, D.J., Pennycook, G., Peters, E., Petty, R.E., Rand, D.G., Reicher, S.D., Schnall, S., Shariff, A., Skitka, L.J., Smith, S.S., Sunstein, C.R., Tabri, N., Tucker, J.A., Linden, S.v.d., Lange, P.v., Weeden, K.A., Wohl, M.J.A., Zaki, J., Zion, S.R. & Willer, R. (2020), "Using social and behavioral science to support COVID-19 pandemic response", Nature human behavior, vol. 4, no. 5, 460-471 Beckstein, A. (2020), "How are international students coping with the Covid-19 pandemic?" Times of higher education. Berno, T. & Ward, C,. (1998). Psychological and sociocultural adjustment of international students in New Zealand. Paper presented at the Annual Meeting of the Society of Australasian Social Psychologists, Christchurch, New Zealand. Berry, J. W. (1997). Immigration, Acculturation, and Adaptation. Applied Psychology, 46(1), 5-34. DOI: 10.1111/j.1464-0597.1997.tb01087.x Berry, J. W. (2003). Conceptual approaches to acculturation Acculturation: Advances in theory, measurement, and applied research. (pp. 17-37). Washington, DC, U.S.: American Psychological Association. Bettinger, E. & Loeb, S. (2017). Promises and Pitfalls of Online Education Evidence Speaks Reports. Cent. Child. Fam. Brook., 2, 15 Betul,K., Niall, M & Annmarie, G. (2020). A systematic review: the influence of social media on depression, anxiety and psychological distress in adolescents. International Journal of Adolescence and Youth, 25:1, 79-93. Bøen, Dalgard, O. S., & Bjertness, E. (2012). The importance of social support in the associations between psychological distress and somatic health problems and socio-economic factors among older adults living at home: a cross sectional study. BMC Geriatrics, 12(1), 27–27. https://doi.org/10.1186/1471-2318-12-27 Bolumole, M. (2020), "Student life in the age of COVID-19", Higher education research and development, vol. 39, no. 7, 1357-1361. Bradburn, N. M. (1969). The structure of psychological well-being. Chicago: Aldine. British Psychological Association BPS (2020), Teacher resilience during coronavirus school closures. Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. Lancet, 395, 912–920. Brown, K. W., & Ryan, R. M. (2003). The Benefits of Being Present: Mindfulness and Its Role in Psychological Well-Being. Journal of Personality and Social Psychology, 84(4), 822–848. Brunsting, Zachry, C., & Takeuchi, R. (2018). Predictors of undergraduate international student psychosocial adjustment to US universities: A systematic review from 2009-2018. International Journal of Intercultural Relations, 66, 22–33. Bryman, A. (2012). Social Research Methods, 4th edition, Oxford University Press. Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J. & Zheng, J. (2020), "The psychological impact of the COVID-19 epidemic on college students in China", Psychiatry Research, vol. 287, 112934-112934. Carol D. Ryff, (1995). Psychological Well-Being in Adult Life. Current directions in psychological science: a journal of the American Psychological Society, 4(4), 99–104. Casale, S., Lecchi, S., & Fioravanti, G. (2014). The Association Between Psychological Well-Being and Problematic Use of Internet Communicative Services Among Young People. The Journal of Psychology, 149(5), 480–497. doi:10.1080/00223980.2014.905432 Chang, S., McKay, D., Caidi, N., Mendoza, A., Gomes, C. & Dedeoglu, C.E. (2020), "From way across the sea: Information overload and international students during the COVID‐19 pandemic", Proceedings of the Association for Information Science and Technology, vol. 57, no. 1. Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage. Chen, J.H., Li, Y., Wu, A.M.S. & Tong, K.K. (2020), "The overlooked minority: Mental health of International students worldwide under the COVID-19 pandemic and beyond", Asian Journal of Psychiatry, vol. 54, 1023-1027. Chen, Y., Jin, J., Zhang, X., Zhang, Q., Dong, W., & Chen, C. (2021). Reducing Objectification Could Tackle Stigma in the COVID-19 Pandemic: Evidence from China. Frontiers in Psychology, 12. Chen, Lin, G., & Yang, H. (2021). Staying connected: Effects of social connectedness, cultural intelligence, and socioeconomic status on overseas students’ life satisfaction. International Journal of Intercultural Relations, 83, 151–162. Cheng, R., (2020). The COVID-19 Crisis and International Students. (Accessed 4.21.22). Retrieved from: Higher ed institutions aren't supporting international students enough during the COVID-19 crisis (opinion) (insidehighered.com) Cheng, S. T., Lee, C., & Chow, K. Y. . (2010). Social support and psychological well-being of nursing home residents in hong kong. International Psychogeriatrics, 22(07), 1185-1190. Chew, Q. H., Wei, K. C., Vasoo, S., Chau, H. C., & Sim, K. (2020). Narrative synthesis of psychological and coping responses towards emerging infectious disease outbreaks in the general population: Practical considerations for the COVID-19 pandemic. Singapore Medical Journal, 61(7), 350–356. https://doi.org/10.11622/smedj.2020046 Cillessen, A., & Bellmore, A. (2010). Social Skills and Social Competence in Interactions with Peers. The Wiley‐Blackwell Handbook of Childhood Social Development (pp. 393–412). Wiley‐Blackwell. https://doi.org/10.1002/9781444390933.ch21 Clark, H., Murdock, N. L., & Koetting, K. (2009). Predicting burnout and career choice satisfaction in counseling psychology graduate students. Counseling Psychologist, 37(4), 580–606. Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98, 310-357. doi:10.1037/0033-2909.98.2.310. Conrad, R. C., Hahm, H. C., Koire, A., Pinder-Amaker, S., and Liu, C. H. (2021). College student mental health risks during the COVID-19 pandemic: implications of campus relocation. J. Psychiatr. Res., 36, 117–126. DOI: 10.1016/j.jpsychires.2021.01.054. Common Talk. (2022). Always adhere to the general policy of "dynamic zero-COVID". Retrieved from: 国家卫健委：始终坚持“动态清零”总方针不动摇，“动态清零”用英文怎么说？_腾讯新闻 (qq.com) Creswell, J.W. & Miller, D.L. (2000). Determining Validity in Qualitative Inquiry. Theory into Practice, 39, 124-130. Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods and approaches. Sage. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. Crotty, M. (1998). The foundations of social research: meaning and perspective in the research process. London: SAGE． Cuaa.Net (2020). 2020 Chinese University Evaluation Report - Guidance for College Entrance Examination. Davie, S. (2014). "The Stress Process Model for Community-Dwelling Adults with Mental Disorders." Electronic Thesis and Dissertation Repository. 2111. https://ir.lib.uwo.ca/etd/2111 de Jonge, M., Bockting, C. L., van Oppen, P., Van, H. L., Peen, J., Kikkert, M. J., & Dekker, J. J. (2018). The association between the number of previous episodes and modifiable vulnerability factors in remitted patients with recurrent depression. PLoS ONE, 13(11), e0206495. https://doi.org/10.1371/journal.pone.0206495 DECI, E. L., & RYAN, R. M. (2008). Facilitating Optimal Motivation and Psychological Well-Being Across Life’s Domains. Canadian Psychology = Psychologie Canadienne, 49(1), 14–23. Depoux, A., Martin, S., Karafillakis, E., Preet, R., Wilder-Smith, A., & Larson, H. (2020). The pandemic of social media panic travels faster than the COVID-19 outbreak. Journal of travel medicine, 27(3), taaa031. Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE handbook of qualitative research. Sage Publications. Dewart, G., Corcoran, L., Thirsk, L., & Petrovic, K. (2020). Nursing education in a pandemic: Academic challenges in response to COVID-19. Nurse Education Today, 92, 104471–104471. Ding, X. (2010). What kind of education do international students in China need: Based on data from four universities in Shanghai. Journal of Higher Education (6), 38-43. Dodd, R. H. et al. (2021). Psychological Well-being and Academic Experience of University Students in Australia during COVID-19. International Journal of Environmental Research and Public Health. 18 (3), 866–887. Dragun, R., Veček, N. N., Marendić, M., Pribisalić, A., Đivić, G., Cena, H., Polašek, O., et al. (2020). Have Lifestyle Habits and Psychological Well-Being Changed among Adolescents and Medical Students Due to COVID-19 Lockdown in Croatia? Nutrients, 13(1), 97. MDPI AG. Retrieved from http://dx.doi.org/10.3390/nu13010097 Eisenberg, D. (2007). Prevalence and correlates of depression, anxiety, and suicidality among university students. Am J Orthopsychiatry.77(4):53442 Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland. PloS One, 15(7), e0236337–e0236337. https://doi.org/10.1371/journal.pone.0236337 Eppler, M.J. and Mengis, J. (2004). The concept of information overload: A literature review from organization science, accounting, marketing, and related disciplines. Inf. Soc. 20, 325–344, doi:10.1007/978‐3‐8349‐9772‐2_15. Eriksson, P.and Kovalainen, J.A. (2008). Qualitative methods in Business Research. London: SAGE Publications Evans, T. M., Bira, L., Gastelum, J. B., Weiss, L. T., & Vanderford, N. L. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology, 36(3), 282. Fakhar-e-Alam Kulyar, M., Bhutta, Z.A., Shabbir, S. & Akhtar, M. (2020), "Psychosocial impact of COVID-19 outbreak on international students living in Hubei province, China", Travel medicine and infectious disease, vol. 37, 1017-1022. Frank, M., (2009). How to teach today’s technology: matching the teaching strategy to e-learning approach. In: L. T. Wee Hin & R. Subramaniam, eds. Handbook of Research on New Media Literacy at the K-12 Level: Issues and challenges. Hershey, PA: IGI Global, 372-394. Fan, J., & Smith, A. (2021). Information Overload, well-being and COVID-19: A Survey in China. Behavioral Sciences, 11(5), 62–. Firang, D. (2020), "The impact of COVID-19 pandemic on international students in Canada", International social work, vol. 63, no. 6, 820-824. Frishman. (2012). The contribution of three social psychological theories: Fundamental cause theory, stress process model, and social cognitive theory to understanding health disparities -- a longitudinal comparison. Iowa State University Digital Repository. Fronek, P. , Briggs, L. , Liang, J. , Gallagher, H., & Mcdonald, S. . (2021). Australian social work academics respond to international students in crisis during covid-19. Frontiers in Education, 6(51). Fuhrer R, Stansfeld SA, Chemali J, Shipley MJ. (1999). Gender, social relations and mental health: prospective findings from an occupational cohort (Whitehall II study). Social science & medicine.48(1):77–87. Gencoz, T., Ozlale, Y., & Lennon, R. (2004). Direct and indirect effects of social support on psychological well-being. Social Behavior and Personality, 32(5), 449–458. Glaser, B., & Strauss, A. (1967). The discovery of grounded theory Aldine Publishing Company. Hawthorne, New York. Glass R.J., Glass L.M., Beyeler WE, Min HJ. (2006).Targeted social distancing design for pandemic influenza. Emerging Infectious Diseases.12(11):1671–1681. Grégoire, S.; Doucerain, M.; Morin, L.; Finkelstein-Fox, L. (2021). The relationship between value-based actions, psychological distress and well-being: A multilevel diary study. J. Context. Behaviour and Science. 2021, 20, 79–88. Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59-82. Hallebone, E. & Priest, J. (2009), An introduction to research methods: A practical guide for anyone undertaking a research project. Routledge. Han, Y., Li, W., Bao, M. & Cao, X. (2020), "An Investigation of the Experiences of Working with Multilingual International Students among Local Students and Faculty Members in Chinese Universities," Sustainability (Basel, Switzerland), vol. 12, no. 16, 6419. Hasan, N., & Bao, Y. (2020). Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss.” Children and Youth Services Review, 118, 105355–105355. Hofstede. (1980). Culture’s consequences : international differences in work-related values / Geert Hofstede. Sage. Huang, L., Kern, M.L. & Oades, L.G. (2020), "Strengthening University Student Well-being: Language and Perceptions of Chinese International Students," International Journal of environmental research and public health, vol. 17, no. 15, 5538. Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE. Children and Youth Services Review, 119, 105699–. International education college. (2020), The Institute of International Education holds a special lecture on mental health education on "Global War Plague, Accompanied by Epidemic Road." https://www.sdutcm.edu.cn/info/1004/9499.htm Jenaabadi, H., Nastiezaie, N., & Safarzaie, H. (2017). The relationship between academic burnout and academic stress and academic self-efficacy among graduate students. New Educational Review, 49(3), 65–76. Jessica Caporuscio, Pharm.D. (2020). How the COVID-19 pandemic affects people with social anxiety. Medical news today. Retrieved From: Social anxiety and COVID-19: Signs, impact, and how to cope (medicalnewstoday.com) Jiang, Q., Yuen, M. & Horta, H. (2020), "Factors Influencing Life Satisfaction of International Students in Mainland China," International Journal for the Advancement of Counseling, 1-21. Jiang, R. (2020), "Knowledge, attitudes and mental health of university students during the COVID-19 pandemic in China", Children and youth services review, vol. 119, 1054-1054. Johnson, R. B. , & Christensen, L. . (2014). Educational Research Quantitative, Qualitative, and Mixed Approaches. Sage, Fifth Edition. Jiani, M.A. (2017), "Why and how international students choose Mainland China as a higher education study abroad destination," Higher education, vol. 74, no. 4, 563-579. Jiani, M.A. (2020). A qualitative study of international students’ learning experiences in China. Social science academic press (China). Jung, Eura, Hecht, Michael L & Wadsworth, Brooke Chapman, (2007). The role of identity in international students' psychological well-being in the United States: A model of depression level, identity gaps, discrimination, and acculturation. International journal of intercultural relations, 31(5),605–624. Jupp, V. (2006). The SAGE Dictionary of Social Research Methods. London: Sage. http://dx.doi.org/10.4135/9780857020116 Keyes, C.L., & Annas, J. (2009). Feeling good and functioning well: Distinctive concepts in ancient philosophy and contemporary science. J. Posit. Psychol. 4, 197–201. Khanal, J., & Gaulee, U. (2019). Challenges of International Students from Pre-Departure to Post-Study: A Literature Review. Journal of International Students, 9(2), 560–581 Kraut, R., Patterson, M., Lundmark, V., Kiesler, S., Mukopadhyay, T., & Scherlis, W. (1998). Internet Paradox: A Social Technology That Reduces Social Involvement and Psychological Well-Being? The American Psychologist, 53(9), 1017–1031. Kuo BC. (2013). Collectivism and coping: current theories, evidence, and measurements of collective coping. International Journal of Psychology, 48(3), 374–388. Larnyo, Dai, B., Nutakor, J. A., Ampon-Wireko, S., Appiah, R., Larnyo, A., Akey-Torku, B., & Nkrumah, E. N. K. (2021). Assessing the Impact of Social Media Use on Everyday Emotion in Health Crises: A Study of International Students in China during COVID-19. Healthcare (Basel), 9(8), 1011–. https://doi.org/10.3390/healthcare9081011 Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping, New York: Springer. Legard, R., Keegan, J., and Ward, K. (2003). In-depth interviews. Qualitative research practice: A guide for social science students and researchers, 6(1), 138-169. Li, G. (2020). The Academic Experiences of International Students Studying in Chinese Higher Education-A Case Study. Norwegian Open Research Archives. Li, W.X. (2019). An Investigation into Acculturative Stress: A Multiple-case Study of Three U.K. Students Studying Abroad in China. Student thesis: Doctoral Thesis (EdD). Lincoln, Y. S., and Guba, E. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage. Lian, Z., Wallace, B.C. & Fullilove, R.E. (2020), "Mental Health Help-Seeking Intentions Among Chinese International Students in the U.S. Higher Education System: The Role of Coping Self-Efficacy, Social Support, and Stigma for Seeking Psychological Help," Asian American Journal of Psychology, vol. 11, no. 3, 147-157. Liu. (2020). From social drama to political performance: China’s multi-front combat with the Covid-19 epidemic. Critical Asian Studies, 52(4), 473–493. https://doi.org/10.1080/14672715.2020.1803094 Ma, T., Heywood, A., & MacIntyre, C. R. (2020). Travel health risk perceptions of Chinese international students in Australia – implications for COVID-19. Infect. Dis. Health, 25, 197–204. Mao, J. H. (2022). How to improve the quality of overseas education in China under the background of "double first-class". China Scholars Abroad, Vol.3. Marginson, S. (2020), Global HE as we know it has forever changed, World University Rankings. Maunder, R. G., Leszcz, M., Savage, D., Adam, M. A., Peladeau, N., Romano, D., Rose, M., & Schulman, B. (2008). Applying the lessons of SARS to pandemic influenza: An evidence-based approach to mitigating the stress experienced by healthcare workers. Canadian Journal of Public Health, 99(6), 486–488 Mayring, P. (2010). Qualitative inhalts analyses. In Handbuch qualitative Forschung in der Psychologie, 601-613. Mason, M. (2010, August). Sample size and saturation in Ph.D. studies using qualitative interviews. In Forum Qualitative Sozialforschung/Forum: qualitative social research (Vol. 11, No. 3). Marangell, S., & Baik, C. (2022). International Students’ Suggestions for What Universities Can Do to Better Support Their Mental Wellbeing. Journal of International Students. McKenna, L., Robinson, E., Penman, J., & Hills, D. (2017). Factors impacting the psychological well-being of international students in the health professions: A scoping review. International Journal of Nursing Studies, 74, 85–94. McNaught, A. (2011). Defining wellbeing. Understanding Wellbeing: An Introduction for Students and Practitioners of Health and Social Care, 7–23. McKinley, J., 2015. Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12 (3), 184-207. Means, B. Toyama, Y. Murphy, R. Bakia, M., & Jones, K. (2009). Evaluating evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Dept. Educ., 11, 112. Merriam, S. B., (2009). Qualitative research: A guide to design and implementation. (2nd ed). San Francisco, CA: Jossey-Bass. Ministry of Education (MOE). (2018). Notice the Ministry of Education on issuing the Standard for higher education quality for international students in China (for trial implementation). (Chinese Version Only). Beijing: The Ministry of Education. Retrieved From: http://www.moe.gov.cn/srcsite/A20/moe_850/201810/t20181012_351302.html Ministry of Education (MOE). (2019). Statistical report on international students in China for 2018. Beijing: The Ministry of Education. Ministry of Education. (2020a). Make a proper arrangement in the organization and management of online teaching in colleges and universities during epidemic prevention and control. Beijing: Ministry of Education. Ministry of Health Disease Control Bureau. (2020b). Notification of technical approaches for guiding trinitary-level colleges’ epidemic prevention and control scheme. Beijing: The Ministry of Health Disease Control Bureau Mok, K.H., Xiong, W., Ke, G. & Cheung, J.O.W. (2021), "Impact of COVID-19 Pandemic on International Higher Education and Student Mobility: Student Perspectives from Mainland China and Hong Kong", International Journal of educational research, vol. 105 Mohrman, K., Geng, Y., & Wang, Y. (2011). Faculty life in China. In The nea (pp. 83-99)Moscaritolo, Perozzi, B., Schreiber, B., & Luescher, T. M. (2022). Impact of Covid-19 on International Student Support: A Global Perspective. Journal of International Students, 12(2), 324–344. Muhammad, H. (2020). Chinese President Xi's response letter rejoices Pakistani students. Technology Times Pakistan NewsMulvey, B. 2020. International Higher Education and Public Diplomacy: A Case Study of Ugandan Graduates from Chinese Universities. High Education Policy 33, 459–477. Musa, R.; Shafiee, N.S.; Zulkifli, N.A.; Kamaruzaman, N.A.; Radeef, A.S. (2019). Family values and psychological distress among adolescents. Is there any association? A comparison study in Malaysia. Mediterr. Journal of Clinic. Psychol. 7. Mutinda, & Liu, Z. (2021). Perceptions on the implications of the COVID-19 pandemic on university students’ wellbeing in Kenya – a thematic analysis approach. Higher Education Research and Development, 1–15. Myers, M.D. (2008) “Qualitative Research in Business & Management” SAGE Publications Naeem, S. B., & Bhatti, R. (2020). The Covid-19 'infodemic': a new front for information professionals. Health Information and Libraries Journal, 37(3), 233–239. https://doi.org/10.1111/hir.12311 National Immigration Administration of the People's Republic of China, (2020). Ministry of Foreign Affairs of The People’s Republic of China National Immigration Administration of The People’s Republic of China Announcement on Entry by Foreign Nationals Holding Valid Chinese Residence Permits of Three Categories. Published on September 23. Nakkazi, E. (2020). Post-lockdown, African students in China still need support. University World News Nurunnabi, M., Hossain, Syed Far Abid Hossain, Chinna, K., Sundarasen, S., Khoshaim, H.B., Kamaludin, K., Baloch, G.M., Sukayt, A. & Shan, X. (2020), "Coping strategies of students for anxiety during the COVID-19 pandemic in China: a cross-sectional study [version 1; peer review: 2 approved, one not approved]", F1000 Research, vol. 9, pp. 1115-1115. Nye, J. (2006). Soft Power and High Education. Forum for the Future of Higher Education. Oades, L. G., Jarden, A., Hou, H., Ozturk, C., Williams, P., R Slemp, G., & Huang, L. (2021). well-being Literacy: A Capability Model for Well-being Science and Practice. International Journal of Environmental Research and Public Health, 18(2), 719–730. Oades, L.G. Johnston, A.L. (2017). well-being literacy: The necessary ingredient in positive education. Psychol. Behav. Sci. Int. J. 3, 1–3. Oberg, K. (1960). Cultural shock: Adjustment to new cultural environments. Practical Anthropology, 7, 177–182. O’Leary, Z. (2014). The essential guide to doing your research project (2nd ed.). Thousand Oaks, CA: SAGE Publications, Inc. Pang, H. (2021). How did compulsive WeChat use and information overload affect social media fatigue and well-being during the COVID-19 pandemic? A stressor-strain-outcome perspective. Telematics and Informatics, 64, 101690. doi:10.1016/j.tele.2021.101690 Patton, M.Q. (2002), "Two Decades of Developments in Qualitative Inquiry: A Personal, Experiential Perspective," Qualitative social work: QSW: research and practice, vol. 1, no. 3, 261-283. Patten, M. (2016). Questionnaire research: A practical guide. Routledge. Pearlin, L. I., Lieberman, M. A., Menaghan, E. G., & Mullan, J. T. (1981). The stress process. Journal of Health and Social Behavior, 22(4),337–356 Peltier, G. L., Laden, R., & Matranga, M. (2000). Student persistence in college: A review of research. J. Coll. Stud. Ret., 1, 357–375. Peters, M. A., Wang, H., Ogunniran, M. O., Huang, Y., Green, B., Chunga, J. O., Quainoo, E. A., Ren, Z., Hollings, S., Mou, C., Khomera, S. W., Zhang, M., Zhou, S., Laimeche, A., Zheng, W., Xu, R., Jackson, L., & Hayes, S. (2020). China’s internationalized higher education during COVID-19: Collective student autoethnography. Postdigital Science and Education, https://doi.org/10.1007/s42438-020-00128-1 Plieger, T., Melchers, M., Montag, C., Meermann, R., & Reuter, M. (2015). Life stress as a potential risk factor for depression and burnout. Burnout Research, 2(1), 19–24. Pratchett, T. (2013). The truth. New York: Random House. Prime, H., Browne, D. T., & Wade, M. (2020). Risk and resilience in family well-being during the COVID-19 pandemic. American Psychologist, 75(1), 631–643. Rahiem, M. (2021). Remaining motivated despite the limitations: University students’ learning propensity during the COVID-19 pandemic. Children and Youth Services Review, 120, 105802–105802. Rao, J., & Ye, J. (2016). From a virtuous cycle of rural-urban education to urban-oriented rural basic education in China: An explanation of the failure of China’s Rural School Mapping Adjustment policy. Journal of Rural Studies, 47, 601–611. Roberto, K. J., Johnson, A. F., & Rauhaus, B. M. (2020). Stigmatization and prejudice during the COVID-19 pandemic. Administrative Theory & Praxis, 42(3), 364–378. Roulston, K. (2014). Analysing interviews (pp. 297-312). The SAGE handbook of qualitative data analysis. Ryan, Gemma (2018). Introduction to positivism, interpretivism, and critical theory. Nurse Researcher, 25(4), 41–49. Ryff, C. D. (1989). Happiness Is Everything, or Is It? Explorations on the Meaning of Psychological Well-Being. Journal of Personality and Social Psychology, 57(6), 1069–1081. Ryff, C.D. & Keyes, C. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4),719-727 Sahu, P. (2020). Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff. Cureus. Retrieved from https://doi.org/10.7759/cureus.7541. Salari, N., Hosseinian-Far, A., Jalali, R., Vaisi-Raygani, A., Rasoulpoor, S., Mohammadi, M., Rasoulpoor, S., & Khaledi-Paveh, B. (2020). Prevalence of stress, anxiety, depression among the general population during the COVID-19 pandemic: A systematic review and meta-analysis. Globalization and Health, 16(1), Article 57. Sandberg, J. (2005). How do we justify knowledge produced within interpretive approaches? Organizational Research Methods, 8(1), 41–68. Sandelowski, M. (2014). Unmixing Mixed‐Methods Research. Research in nursing and health, 37(1), 3-8 Sarason, I. et al. (1987) A brief measure of social support: Practical and theoretical Implications. Journal of Social and Personal Relationships, 4(4),497-510 Saunders, M., Lewis, P. & Thornhill, A. (2012). Research Methods for Business Students, 6th edition, Pearson Education Limited. Schutt, R.K. (2017). Investigating the social world: The process and practice of research, 9th. SAGE Publications, London. Schwandt, H., & von Wachter T. (2019). Unlucky cohorts: estimating the long-term effects of entering the labor market in a recession in large cross-sectional data sets. J. Labor Econ., 37(S1), S161–S198. Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology: an introduction, American Psychologist, 55, 5–14. Sheng, Dai, J., & Lei, J. (2022). The impacts of academic adaptation on psychological and sociocultural adaptation among international students in China: The moderating role of friendship. International Journal of Intercultural Relations, 89, 79–89. Smith, R. A., & Khawaja, N. G. (2011). A review of the acculturation experiences of international students. International Journal of Intercultural Relations, 35(6), 699–713. https://doi.org/10.1016/j.ijintrel.2011.08.004Selingo, J. (2021, September 13). A New Normal For Online Education. Forbes. Retrieved from https://www.forbes.com/sites/jeffreyselingo/2021/09/13/a-new-normal-for-online-education/ Shrestha, S. (2020), Experiencing the coronavirus in China as international students. Times Higher Education. https://www.timeshighereducation.com/student/blogs/experiencingcoronavirus-outbreak-international-student-china. Simons, H. (2009). Case study research in practice. London: SAGE Sohu news website. (2019). The trend of public opinion behind the "student partner" incident at Shandong University. https://www.sohu.com/a/327306574_756780 Sinha, B. K., &Watson, D. C. (2007). Stress, coping and psychological illness: a cross-cultural study. Int J Stress Manag, 14(4), 386–397.Song. (2011). Social Capital and Psychological Distress. Journal of Health and Social Behavior, 52(4), 478–492. Stadtfeld C, Vörös A, Elmer T, Boda Z, Raabe IJ. (2019). Integration in emerging social networks explains academic failure and success. Proceedings of the National Academy of Sciences. 116(3):792–797. Strauss, A., & Corbin, J. (1998). Basics of Qualitative Research: Grounded theory procedures and techniques. (2nd ed.). London: Sage. Sturman, A. (1997). Case study methods. In: J. P. Keeves (ed.). Educational research, methodology and measurement: an international handbook (2nd ed.). Oxford: Pergamon, 61–66. Sullivan, C., & Kashubeck-West, S. (2015). The Interplay of International Students’ Acculturative Stress, Social Support, and Acculturation Modes. Journal of International Students, 5(1), 1–11. https://doi.org/10.32674/jis.v5i1.438 Sun, Y., Lin, S. & Chung, K.K.H. (2020), "University Students' Perceived Peer Support and Experienced Depressive Symptoms during the COVID-19 Pandemic: The Mediating Role of Emotional Well-Being", International Journal of environmental research and public health, vol. 17, no. 24, pp. 9308. Tandon, R. (2020). The COVID-19 pandemic, personal reflections on editorial responsibility. Asian J. Psychiatr., 50, 102100. https://doi.org/10.1016/j.ajp.2020.102100. Tang, Y., Huang, C., Geng, Y., Cheung, S., & Zhang, S. (2021). Psychological Well-Being in Chinese College Students During the COVID-19 Pandemic: Roles of Resilience and Environmental Stress. Front Psychology, 12, DOI: 10.3389/fpsyg.2021.671553 Tasso, A., Hisli Sahin, N., & San Roman, G. (2021). COVID-19 disruption on college students: Academic and socioemotional implications. Psychological Trauma, 13(1), 9–15. Tellis, W. (1997). Introduction to a case study. The qualitative report, 3(2), 1-14. The Ministry of Education (MOE). (2020). MOE issues notice on school resumption and COVID-19 prevention for 2020 fall semester - Ministry of Education of the People's Republic of China. The Ministry of Health Disease Control Bureau, (2020). Notification of technical approaches for guiding trinitary-level colleges’ epidemic prevention and control scheme. Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC medical research methodology, 8, 45. Tompkins, K. A., Brecht, K., Tucker, B., Neander, L. L., & Swift, J. K. (2016). Who matters most? The contribution of faculty, student-peers, and outside support in predicting graduate student satisfaction. Training and Education in Professional Psychology, 10(2), 102. https://doi.org/10.1037/tep0000115 Turner, R. J. (1983). Social support's direct, indirect, and moderating effects upon psychological distress and associated conditions. In H. B. Kaplan (Ed.), Psychosocial stress: Trends in theory and research. New York: Academic Press. Turner. (2009). Understanding Health Disparities: The Promise of the Stress Process Model. In Advances in the Conceptualization of the Stress Process (pp. 3–21). Springer, New York. https://doi.org/10.1007/978-1-4419-1021-9_1 Turner, R. J. (2013). Understanding Health Disparities: The Relevance of the Stress Process Model. Society and Mental Health, 3(3), 170–186. UNESCO Institute for Statistics [UIS] database. (2020). Inbound Internationally Mobile Students by Continent of Origin (up to 2017). Retrieved from http://data.uis.unesco.org/. University of J. (2021). Why UJN? Retrieved from: Why UJN-University of Jinan University of J. (2022a). Emergency response plan for epidemic prevention and control in Jinan University. Published on 12th March. University of J. (2022b). Some measures on Further Strengthening the prevention and control of school epidemic. Published on 12th March University of J. (2023). Total Units Budget of University of J in 2023. Retrieved from https://xxgk.ujn.edu.cn/info/1063/2731.htm VanWynsberghe, R., and Khan, S. (2007). Redefining case study. International journal of qualitative methods, 6(2), 80-94.Venuti, L. (2012). The translation studies: the reader. Routledge, pp.157 Wang, J. & Lin, J. (2019), "Traditional Chinese Views on Education as Perceived by International Students in China: International Student Attitudes and Understandings," Journal of Studies in International Education, vol. 23, no. 2, pp. 195-216. Ward, C.A., Bochner, S. & Furnham, A. (2001). The psychology of culture shock, 2nd and, London: Routledge. Waithaka, E. N. (2014). Family capital: Conceptual model to unpack the intergenerational advantage transfer in transitions to adulthood. Journal of Research on Adolescence, 24(3), 471–484. WARR, P., COOK, J., & WALL, T. (1979). Scales for the measurement of some work attitudes and aspects of psychological well-being. Journal of Occupational Psychology, 52(2), 129–148. Wen, W., Chen, L., Bai, Y., & Cao, H. (2013). A comparative study of international students’ experiences and satisfaction in Beijing. Beijing Social Sciences. (2), 63–70. WHO. (2020). Novel Coronavirus (2019-nCoV) Situation report 22. Retrieved from https://www.who.int/docs/defaultsource/coronaviruse/situation-reports/20200211-sitrep-22-ncov.pdf?sfvrsn=fb6d49b1_2. Wilder-Smith, & Freedman, D. O. (2020). Isolation, quarantine, social distancing and community containment: a pivotal role for old-style public health measures in the novel coronavirus (2019-CoV) outbreak. Journal of Travel Medicine, 27(2). Wong, S. T., Yoo, G. J., & Stewart, A. L. . (2007). An empirical evaluation of social support and psychological well-being in older Chinese and Korean immigrants. Ethnicity & Health, 12(1), 43-67. Wong, T.W., Gao, Y. & Tam, W.W.S. (2007), "Anxiety among university students during the SARS epidemic in Hong Kong," Stress and health, vol. 23, no. 1, 31-35. Wu, Mao-Ying & Zhai, Junqing & Wall, Geoffrey & Li, Qiu-Cheng. (2021a). Understanding international students’ motivations to pursue higher education in mainland China. Educational Review, 73, 1-17. 10.1080/00131911.2019.1662772. Wu, Liu, W., Liu, A., Lin-Schilstra, L., & Lyu, P. (2021b). International Students’ Mental Health Care in China: A Systematic Review. Healthcare (Basel), 9(12), 1634–. https://doi.org/10.3390/healthcare9121634 Xian Jiao Tong University. (2021). 【Fight the epidemic with one heart】The School of International Education has taken many measures to do a good job in epidemic prevention and control (Chinese Version Only). Xian Jiao Tong University News Web. Retrieved From: 【同心抗疫】国际教育学院多措并举做好疫情防控工作-西安交通大学新闻网 (xjtu.edu.cn) Xiong, Y., Rose Parasath, P., Zhang, Q., & Jeon, L. (2022). International students' perceived discrimination and psychological distress during the COVID-19 pandemic. Journal of American college health: J of ACH, 1–12. Advanced online publication. Xu. T. (2021). Psychological Distress of International Students during the COVID-19 Pandemic in China: Multidimensional Effects of External Environment, Individuals’ Behavior, and Their Values. International Journal of Environmental Research and Public Health, 18(18), 9758–. Yang, & Huang, C. (2021). Turn crisis into opportunity in response to COVID-19: experience from a Chinese University and prospects. Studies in Higher Education (Dorchester-on-Thames), 46(1), 121–132. Yang, R. (2020). "China's higher education during the COVID-19 pandemic: some preliminary observations", Higher education research and development, vol. 39, no. 7, 1317-1321. Yasuma, Watanabe, K., Iida, M., Nishi, D., & Kawakami, N. (2019). Personal values in adolescence and psychological distress in adults: A cross-sectional study based on a retrospective recall. PloS One, 14(11), e0225454–e0225454. https://doi.org/10.1371/journal.pone.0225454 Yin, R. K. (2003). Designing case studies. Qualitative research methods, 5(14), 359-386. Yin, R. K., (2014). Case study research: Design and methods. 5th ed. Thousand Oaks, CA: Sage. Zarocostas, J. (2020). How to fight an infodemic. The Lancet, 395, 676. Zhang, H. (2021, February 5). International students face mental health challenges during the COVID-19 pandemic. Science Line. Retrieved from https://scienceline.org/2021/02/international-students-face-mental-health-challenges-during-the-covid-19-pandemic/ Zhang, Wang, Y., Yang, L., & Wang, C. (2020). Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak. Journal of Risk and Financial Management, 13(3), 55–. Zhang, X., Huang, P. F., Li, B. Q., Xu, W. J., Li, W., & Zhou, B. (2021). The influence of interpersonal relationships on school adaptation among Chinese university students during COVID-19 control period: Multiple mediating roles of social support and resilience. 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 (作者) 康澤宇 zh_TW dc.contributor.author (作者) 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 1-十二月-2023 10:38:04 (UTC+8) - dc.date.available 1-十二月-2023 10:38:04 (UTC+8) - dc.date.issued (上傳時間) 1-十二月-2023 10:38:04 (UTC+8) - dc.identifier (其他 識別碼) 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). Coping Styles and Socio-demographic Variables as Predictors of Psychological Well-Being among International Students Belonging to Different Cultures. Current Psychology, 38(3), 618–626. Al-Amoudi, I., & Willmott, H. (2011). Where Constructionism and Critical Realism Converge: Interrogating the Domain of Epistemological Relativism. Organization Studies, 32(1), 27–46. doi:10.1177/0170840610394293 Aleksander, A. Damijana, K. Dejan, R. Nina, T. & Lan, U. (2020). Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability Alharbi, E.S., & Smith, A.P. (2018). Review of the literature on stress and well-being of international students in English-speaking countries. IES, 11, 22. https://doi.org/10.5539/ies.v11n6p22. Altonji J., Arcidiacono P., & Maurel, A. (2016). The analysis of field choice in college and graduate school: determinants and wage effects. Handbook of the Economics of Education., 5, 305–396. Cambridge, MA: Elsevier. Amani M. Al‐Hosan, Alrajeh, N. M. , & Arnout, B. A. . (2020). The role of university teaching staff members in cognitive awareness and raising the level of health protection, value, and morale of students through the covid‐19 pandemic. Journal of Public Affairs, 20(4). Amoah, P. A., & Mok, K. H. J. (2020, Jun 13). The Covid-19 pandemic and internationalisation of higher education: International students’ knowledge, experiences and well-being. https://www.hepi.ac.uk/2020/06/13/weekend-reading-the-covid-19-pandemic-and-internationalisation-of-higher-education-international-students-knowledge-experiences-and-well-being/ Anderson, J. R., & Guan Y. (2018). Implicit acculturation and the academic adjustment of Chinese student sojourners in Australia. Aust Psychol, 53, 444–453. Aneshensel, Bierman, A., & Phelan, J. C. (2013). Handbook of the Sociology of Mental Health (2. Aufl.). Springer Netherlands. Aneshensel, C. S., & Mitchell, U. A. (2014). The stress process: Its origins, evolution, and future. In Johnson, R. J., Turner, R. J., & Link, B. G. (Eds.), Springer briefs in sociology. Sociology of mental health: Selected topics from forty years, 1970s-2010s (pp. 53–74). New York: Springer Science + Business Media. Anhui Medical University. (2020). International students feel the Counselor's "China worm temperature" during the epidemic. (Chinese Version Only). Retrieved From: 国际学生疫情期间感受辅导员“中国温度” (ahmu.edu.cn) Ani, O. E. (2021). Assessing international students' experience of the COVID-19 pandemic in China. Journal of Studies in International Education, 25(1), 87-101. https://doi.org/10.1177/1028315320963652 Au. (2017). The Sociological Study of Stress: An Analysis and Critique of the Stress Process Model. European Journal of Mental Health, 12(1), 53–72. https://doi.org/10.5708/EJMH.12.2017.1.4 Barbour, B. (2014). Introducing qualitative research: A student’s guide (2nd ed.). London, England: Sage. Barkham, M., Broglia, E., Dufour, G., Fudge, M., Knowles, L., Percy, A., Turner, A., Williams, C., & Consortium, S. (2019). Towards an evidence-base for student wellbeing and mental health: Definitions, developmental transitions and data sets. Counselling and Psychotherapy Research, 19(4), 351–357. Bavel, J.J.V., Baicker, K., Boggio, P.S., Capraro, V., Cichocka, A., Cikara, M., Crockett, M.J., Crum, A.J., Douglas, K.M., Druckman, J.N., Drury, J., Dube, O., Ellemers, N., Finkel, E.J., Fowler, J.H., Gelfand, M., Han, S., Haslam, S.A., Jetten, J., Kitayama, S., Mobbs, D., Napper, L.E., Packer, D.J., Pennycook, G., Peters, E., Petty, R.E., Rand, D.G., Reicher, S.D., Schnall, S., Shariff, A., Skitka, L.J., Smith, S.S., Sunstein, C.R., Tabri, N., Tucker, J.A., Linden, S.v.d., Lange, P.v., Weeden, K.A., Wohl, M.J.A., Zaki, J., Zion, S.R. & Willer, R. (2020), "Using social and behavioral science to support COVID-19 pandemic response", Nature human behavior, vol. 4, no. 5, 460-471 Beckstein, A. (2020), "How are international students coping with the Covid-19 pandemic?" Times of higher education. Berno, T. & Ward, C,. (1998). Psychological and sociocultural adjustment of international students in New Zealand. Paper presented at the Annual Meeting of the Society of Australasian Social Psychologists, Christchurch, New Zealand. Berry, J. W. (1997). Immigration, Acculturation, and Adaptation. Applied Psychology, 46(1), 5-34. DOI: 10.1111/j.1464-0597.1997.tb01087.x Berry, J. W. (2003). Conceptual approaches to acculturation Acculturation: Advances in theory, measurement, and applied research. (pp. 17-37). Washington, DC, U.S.: American Psychological Association. Bettinger, E. & Loeb, S. (2017). Promises and Pitfalls of Online Education Evidence Speaks Reports. Cent. Child. Fam. Brook., 2, 15 Betul,K., Niall, M & Annmarie, G. (2020). A systematic review: the influence of social media on depression, anxiety and psychological distress in adolescents. International Journal of Adolescence and Youth, 25:1, 79-93. Bøen, Dalgard, O. S., & Bjertness, E. (2012). The importance of social support in the associations between psychological distress and somatic health problems and socio-economic factors among older adults living at home: a cross sectional study. BMC Geriatrics, 12(1), 27–27. https://doi.org/10.1186/1471-2318-12-27 Bolumole, M. (2020), "Student life in the age of COVID-19", Higher education research and development, vol. 39, no. 7, 1357-1361. Bradburn, N. M. (1969). The structure of psychological well-being. Chicago: Aldine. British Psychological Association BPS (2020), Teacher resilience during coronavirus school closures. Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. Lancet, 395, 912–920. Brown, K. W., & Ryan, R. M. (2003). The Benefits of Being Present: Mindfulness and Its Role in Psychological Well-Being. Journal of Personality and Social Psychology, 84(4), 822–848. Brunsting, Zachry, C., & Takeuchi, R. (2018). Predictors of undergraduate international student psychosocial adjustment to US universities: A systematic review from 2009-2018. International Journal of Intercultural Relations, 66, 22–33. Bryman, A. (2012). Social Research Methods, 4th edition, Oxford University Press. Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J. & Zheng, J. (2020), "The psychological impact of the COVID-19 epidemic on college students in China", Psychiatry Research, vol. 287, 112934-112934. Carol D. Ryff, (1995). Psychological Well-Being in Adult Life. Current directions in psychological science: a journal of the American Psychological Society, 4(4), 99–104. Casale, S., Lecchi, S., & Fioravanti, G. (2014). The Association Between Psychological Well-Being and Problematic Use of Internet Communicative Services Among Young People. The Journal of Psychology, 149(5), 480–497. doi:10.1080/00223980.2014.905432 Chang, S., McKay, D., Caidi, N., Mendoza, A., Gomes, C. & Dedeoglu, C.E. (2020), "From way across the sea: Information overload and international students during the COVID‐19 pandemic", Proceedings of the Association for Information Science and Technology, vol. 57, no. 1. Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage. Chen, J.H., Li, Y., Wu, A.M.S. & Tong, K.K. (2020), "The overlooked minority: Mental health of International students worldwide under the COVID-19 pandemic and beyond", Asian Journal of Psychiatry, vol. 54, 1023-1027. Chen, Y., Jin, J., Zhang, X., Zhang, Q., Dong, W., & Chen, C. (2021). Reducing Objectification Could Tackle Stigma in the COVID-19 Pandemic: Evidence from China. Frontiers in Psychology, 12. Chen, Lin, G., & Yang, H. (2021). Staying connected: Effects of social connectedness, cultural intelligence, and socioeconomic status on overseas students’ life satisfaction. International Journal of Intercultural Relations, 83, 151–162. Cheng, R., (2020). The COVID-19 Crisis and International Students. (Accessed 4.21.22). Retrieved from: Higher ed institutions aren't supporting international students enough during the COVID-19 crisis (opinion) (insidehighered.com) Cheng, S. T., Lee, C., & Chow, K. Y. . (2010). Social support and psychological well-being of nursing home residents in hong kong. International Psychogeriatrics, 22(07), 1185-1190. Chew, Q. H., Wei, K. C., Vasoo, S., Chau, H. C., & Sim, K. (2020). Narrative synthesis of psychological and coping responses towards emerging infectious disease outbreaks in the general population: Practical considerations for the COVID-19 pandemic. Singapore Medical Journal, 61(7), 350–356. https://doi.org/10.11622/smedj.2020046 Cillessen, A., & Bellmore, A. (2010). Social Skills and Social Competence in Interactions with Peers. The Wiley‐Blackwell Handbook of Childhood Social Development (pp. 393–412). Wiley‐Blackwell. https://doi.org/10.1002/9781444390933.ch21 Clark, H., Murdock, N. L., & Koetting, K. (2009). Predicting burnout and career choice satisfaction in counseling psychology graduate students. Counseling Psychologist, 37(4), 580–606. Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98, 310-357. doi:10.1037/0033-2909.98.2.310. Conrad, R. C., Hahm, H. C., Koire, A., Pinder-Amaker, S., and Liu, C. H. (2021). College student mental health risks during the COVID-19 pandemic: implications of campus relocation. J. Psychiatr. Res., 36, 117–126. DOI: 10.1016/j.jpsychires.2021.01.054. Common Talk. (2022). Always adhere to the general policy of "dynamic zero-COVID". Retrieved from: 国家卫健委：始终坚持“动态清零”总方针不动摇，“动态清零”用英文怎么说？_腾讯新闻 (qq.com) Creswell, J.W. & Miller, D.L. (2000). Determining Validity in Qualitative Inquiry. Theory into Practice, 39, 124-130. Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods and approaches. Sage. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. Crotty, M. (1998). The foundations of social research: meaning and perspective in the research process. London: SAGE． Cuaa.Net (2020). 2020 Chinese University Evaluation Report - Guidance for College Entrance Examination. Davie, S. (2014). "The Stress Process Model for Community-Dwelling Adults with Mental Disorders." Electronic Thesis and Dissertation Repository. 2111. https://ir.lib.uwo.ca/etd/2111 de Jonge, M., Bockting, C. L., van Oppen, P., Van, H. L., Peen, J., Kikkert, M. J., & Dekker, J. J. (2018). The association between the number of previous episodes and modifiable vulnerability factors in remitted patients with recurrent depression. PLoS ONE, 13(11), e0206495. https://doi.org/10.1371/journal.pone.0206495 DECI, E. L., & RYAN, R. M. (2008). Facilitating Optimal Motivation and Psychological Well-Being Across Life’s Domains. Canadian Psychology = Psychologie Canadienne, 49(1), 14–23. Depoux, A., Martin, S., Karafillakis, E., Preet, R., Wilder-Smith, A., & Larson, H. (2020). The pandemic of social media panic travels faster than the COVID-19 outbreak. Journal of travel medicine, 27(3), taaa031. Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE handbook of qualitative research. Sage Publications. Dewart, G., Corcoran, L., Thirsk, L., & Petrovic, K. (2020). Nursing education in a pandemic: Academic challenges in response to COVID-19. Nurse Education Today, 92, 104471–104471. Ding, X. (2010). What kind of education do international students in China need: Based on data from four universities in Shanghai. Journal of Higher Education (6), 38-43. Dodd, R. H. et al. (2021). Psychological Well-being and Academic Experience of University Students in Australia during COVID-19. International Journal of Environmental Research and Public Health. 18 (3), 866–887. Dragun, R., Veček, N. N., Marendić, M., Pribisalić, A., Đivić, G., Cena, H., Polašek, O., et al. (2020). Have Lifestyle Habits and Psychological Well-Being Changed among Adolescents and Medical Students Due to COVID-19 Lockdown in Croatia? Nutrients, 13(1), 97. MDPI AG. Retrieved from http://dx.doi.org/10.3390/nu13010097 Eisenberg, D. (2007). Prevalence and correlates of depression, anxiety, and suicidality among university students. Am J Orthopsychiatry.77(4):53442 Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland. PloS One, 15(7), e0236337–e0236337. https://doi.org/10.1371/journal.pone.0236337 Eppler, M.J. and Mengis, J. (2004). The concept of information overload: A literature review from organization science, accounting, marketing, and related disciplines. Inf. Soc. 20, 325–344, doi:10.1007/978‐3‐8349‐9772‐2_15. Eriksson, P.and Kovalainen, J.A. (2008). Qualitative methods in Business Research. London: SAGE Publications Evans, T. M., Bira, L., Gastelum, J. B., Weiss, L. T., & Vanderford, N. L. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology, 36(3), 282. Fakhar-e-Alam Kulyar, M., Bhutta, Z.A., Shabbir, S. & Akhtar, M. (2020), "Psychosocial impact of COVID-19 outbreak on international students living in Hubei province, China", Travel medicine and infectious disease, vol. 37, 1017-1022. Frank, M., (2009). How to teach today’s technology: matching the teaching strategy to e-learning approach. In: L. T. Wee Hin & R. Subramaniam, eds. Handbook of Research on New Media Literacy at the K-12 Level: Issues and challenges. Hershey, PA: IGI Global, 372-394. Fan, J., & Smith, A. (2021). Information Overload, well-being and COVID-19: A Survey in China. Behavioral Sciences, 11(5), 62–. Firang, D. (2020), "The impact of COVID-19 pandemic on international students in Canada", International social work, vol. 63, no. 6, 820-824. Frishman. (2012). The contribution of three social psychological theories: Fundamental cause theory, stress process model, and social cognitive theory to understanding health disparities -- a longitudinal comparison. Iowa State University Digital Repository. Fronek, P. , Briggs, L. , Liang, J. , Gallagher, H., & Mcdonald, S. . (2021). Australian social work academics respond to international students in crisis during covid-19. Frontiers in Education, 6(51). Fuhrer R, Stansfeld SA, Chemali J, Shipley MJ. (1999). Gender, social relations and mental health: prospective findings from an occupational cohort (Whitehall II study). Social science & medicine.48(1):77–87. Gencoz, T., Ozlale, Y., & Lennon, R. (2004). Direct and indirect effects of social support on psychological well-being. Social Behavior and Personality, 32(5), 449–458. Glaser, B., & Strauss, A. (1967). The discovery of grounded theory Aldine Publishing Company. Hawthorne, New York. Glass R.J., Glass L.M., Beyeler WE, Min HJ. (2006).Targeted social distancing design for pandemic influenza. Emerging Infectious Diseases.12(11):1671–1681. Grégoire, S.; Doucerain, M.; Morin, L.; Finkelstein-Fox, L. (2021). The relationship between value-based actions, psychological distress and well-being: A multilevel diary study. J. Context. Behaviour and Science. 2021, 20, 79–88. Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59-82. Hallebone, E. & Priest, J. (2009), An introduction to research methods: A practical guide for anyone undertaking a research project. Routledge. Han, Y., Li, W., Bao, M. & Cao, X. (2020), "An Investigation of the Experiences of Working with Multilingual International Students among Local Students and Faculty Members in Chinese Universities," Sustainability (Basel, Switzerland), vol. 12, no. 16, 6419. Hasan, N., & Bao, Y. (2020). Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss.” Children and Youth Services Review, 118, 105355–105355. Hofstede. (1980). Culture’s consequences : international differences in work-related values / Geert Hofstede. Sage. Huang, L., Kern, M.L. & Oades, L.G. (2020), "Strengthening University Student Well-being: Language and Perceptions of Chinese International Students," International Journal of environmental research and public health, vol. 17, no. 15, 5538. Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE. Children and Youth Services Review, 119, 105699–. International education college. (2020), The Institute of International Education holds a special lecture on mental health education on "Global War Plague, Accompanied by Epidemic Road." https://www.sdutcm.edu.cn/info/1004/9499.htm Jenaabadi, H., Nastiezaie, N., & Safarzaie, H. (2017). The relationship between academic burnout and academic stress and academic self-efficacy among graduate students. New Educational Review, 49(3), 65–76. Jessica Caporuscio, Pharm.D. (2020). How the COVID-19 pandemic affects people with social anxiety. Medical news today. Retrieved From: Social anxiety and COVID-19: Signs, impact, and how to cope (medicalnewstoday.com) Jiang, Q., Yuen, M. & Horta, H. (2020), "Factors Influencing Life Satisfaction of International Students in Mainland China," International Journal for the Advancement of Counseling, 1-21. Jiang, R. (2020), "Knowledge, attitudes and mental health of university students during the COVID-19 pandemic in China", Children and youth services review, vol. 119, 1054-1054. Johnson, R. B. , & Christensen, L. . (2014). Educational Research Quantitative, Qualitative, and Mixed Approaches. Sage, Fifth Edition. Jiani, M.A. (2017), "Why and how international students choose Mainland China as a higher education study abroad destination," Higher education, vol. 74, no. 4, 563-579. Jiani, M.A. (2020). A qualitative study of international students’ learning experiences in China. Social science academic press (China). Jung, Eura, Hecht, Michael L & Wadsworth, Brooke Chapman, (2007). The role of identity in international students' psychological well-being in the United States: A model of depression level, identity gaps, discrimination, and acculturation. International journal of intercultural relations, 31(5),605–624. Jupp, V. (2006). The SAGE Dictionary of Social Research Methods. London: Sage. http://dx.doi.org/10.4135/9780857020116 Keyes, C.L., & Annas, J. (2009). Feeling good and functioning well: Distinctive concepts in ancient philosophy and contemporary science. J. Posit. Psychol. 4, 197–201. Khanal, J., & Gaulee, U. (2019). Challenges of International Students from Pre-Departure to Post-Study: A Literature Review. Journal of International Students, 9(2), 560–581 Kraut, R., Patterson, M., Lundmark, V., Kiesler, S., Mukopadhyay, T., & Scherlis, W. (1998). Internet Paradox: A Social Technology That Reduces Social Involvement and Psychological Well-Being? The American Psychologist, 53(9), 1017–1031. Kuo BC. (2013). Collectivism and coping: current theories, evidence, and measurements of collective coping. International Journal of Psychology, 48(3), 374–388. Larnyo, Dai, B., Nutakor, J. A., Ampon-Wireko, S., Appiah, R., Larnyo, A., Akey-Torku, B., & Nkrumah, E. N. K. (2021). Assessing the Impact of Social Media Use on Everyday Emotion in Health Crises: A Study of International Students in China during COVID-19. Healthcare (Basel), 9(8), 1011–. https://doi.org/10.3390/healthcare9081011 Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping, New York: Springer. Legard, R., Keegan, J., and Ward, K. (2003). In-depth interviews. Qualitative research practice: A guide for social science students and researchers, 6(1), 138-169. Li, G. (2020). The Academic Experiences of International Students Studying in Chinese Higher Education-A Case Study. Norwegian Open Research Archives. Li, W.X. (2019). An Investigation into Acculturative Stress: A Multiple-case Study of Three U.K. Students Studying Abroad in China. Student thesis: Doctoral Thesis (EdD). Lincoln, Y. S., and Guba, E. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage. Lian, Z., Wallace, B.C. & Fullilove, R.E. (2020), "Mental Health Help-Seeking Intentions Among Chinese International Students in the U.S. Higher Education System: The Role of Coping Self-Efficacy, Social Support, and Stigma for Seeking Psychological Help," Asian American Journal of Psychology, vol. 11, no. 3, 147-157. Liu. (2020). From social drama to political performance: China’s multi-front combat with the Covid-19 epidemic. Critical Asian Studies, 52(4), 473–493. https://doi.org/10.1080/14672715.2020.1803094 Ma, T., Heywood, A., & MacIntyre, C. R. (2020). Travel health risk perceptions of Chinese international students in Australia – implications for COVID-19. Infect. Dis. Health, 25, 197–204. Mao, J. H. (2022). How to improve the quality of overseas education in China under the background of "double first-class". China Scholars Abroad, Vol.3. Marginson, S. (2020), Global HE as we know it has forever changed, World University Rankings. Maunder, R. G., Leszcz, M., Savage, D., Adam, M. A., Peladeau, N., Romano, D., Rose, M., & Schulman, B. (2008). Applying the lessons of SARS to pandemic influenza: An evidence-based approach to mitigating the stress experienced by healthcare workers. Canadian Journal of Public Health, 99(6), 486–488 Mayring, P. (2010). Qualitative inhalts analyses. In Handbuch qualitative Forschung in der Psychologie, 601-613. Mason, M. (2010, August). Sample size and saturation in Ph.D. studies using qualitative interviews. In Forum Qualitative Sozialforschung/Forum: qualitative social research (Vol. 11, No. 3). Marangell, S., & Baik, C. (2022). International Students’ Suggestions for What Universities Can Do to Better Support Their Mental Wellbeing. Journal of International Students. McKenna, L., Robinson, E., Penman, J., & Hills, D. (2017). Factors impacting the psychological well-being of international students in the health professions: A scoping review. International Journal of Nursing Studies, 74, 85–94. McNaught, A. (2011). Defining wellbeing. Understanding Wellbeing: An Introduction for Students and Practitioners of Health and Social Care, 7–23. McKinley, J., 2015. Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12 (3), 184-207. Means, B. Toyama, Y. Murphy, R. Bakia, M., & Jones, K. (2009). Evaluating evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Dept. Educ., 11, 112. Merriam, S. B., (2009). Qualitative research: A guide to design and implementation. (2nd ed). San Francisco, CA: Jossey-Bass. Ministry of Education (MOE). (2018). Notice the Ministry of Education on issuing the Standard for higher education quality for international students in China (for trial implementation). (Chinese Version Only). Beijing: The Ministry of Education. Retrieved From: http://www.moe.gov.cn/srcsite/A20/moe_850/201810/t20181012_351302.html Ministry of Education (MOE). (2019). Statistical report on international students in China for 2018. Beijing: The Ministry of Education. Ministry of Education. (2020a). Make a proper arrangement in the organization and management of online teaching in colleges and universities during epidemic prevention and control. Beijing: Ministry of Education. Ministry of Health Disease Control Bureau. (2020b). Notification of technical approaches for guiding trinitary-level colleges’ epidemic prevention and control scheme. Beijing: The Ministry of Health Disease Control Bureau Mok, K.H., Xiong, W., Ke, G. & Cheung, J.O.W. (2021), "Impact of COVID-19 Pandemic on International Higher Education and Student Mobility: Student Perspectives from Mainland China and Hong Kong", International Journal of educational research, vol. 105 Mohrman, K., Geng, Y., & Wang, Y. (2011). Faculty life in China. In The nea (pp. 83-99)Moscaritolo, Perozzi, B., Schreiber, B., & Luescher, T. M. (2022). Impact of Covid-19 on International Student Support: A Global Perspective. Journal of International Students, 12(2), 324–344. Muhammad, H. (2020). Chinese President Xi's response letter rejoices Pakistani students. Technology Times Pakistan NewsMulvey, B. 2020. International Higher Education and Public Diplomacy: A Case Study of Ugandan Graduates from Chinese Universities. High Education Policy 33, 459–477. Musa, R.; Shafiee, N.S.; Zulkifli, N.A.; Kamaruzaman, N.A.; Radeef, A.S. (2019). Family values and psychological distress among adolescents. Is there any association? A comparison study in Malaysia. Mediterr. Journal of Clinic. Psychol. 7. Mutinda, & Liu, Z. (2021). Perceptions on the implications of the COVID-19 pandemic on university students’ wellbeing in Kenya – a thematic analysis approach. Higher Education Research and Development, 1–15. Myers, M.D. (2008) “Qualitative Research in Business & Management” SAGE Publications Naeem, S. B., & Bhatti, R. (2020). The Covid-19 'infodemic': a new front for information professionals. Health Information and Libraries Journal, 37(3), 233–239. https://doi.org/10.1111/hir.12311 National Immigration Administration of the People's Republic of China, (2020). Ministry of Foreign Affairs of The People’s Republic of China National Immigration Administration of The People’s Republic of China Announcement on Entry by Foreign Nationals Holding Valid Chinese Residence Permits of Three Categories. Published on September 23. Nakkazi, E. (2020). Post-lockdown, African students in China still need support. University World News Nurunnabi, M., Hossain, Syed Far Abid Hossain, Chinna, K., Sundarasen, S., Khoshaim, H.B., Kamaludin, K., Baloch, G.M., Sukayt, A. & Shan, X. (2020), "Coping strategies of students for anxiety during the COVID-19 pandemic in China: a cross-sectional study [version 1; peer review: 2 approved, one not approved]", F1000 Research, vol. 9, pp. 1115-1115. Nye, J. (2006). Soft Power and High Education. Forum for the Future of Higher Education. Oades, L. G., Jarden, A., Hou, H., Ozturk, C., Williams, P., R Slemp, G., & Huang, L. (2021). well-being Literacy: A Capability Model for Well-being Science and Practice. International Journal of Environmental Research and Public Health, 18(2), 719–730. Oades, L.G. Johnston, A.L. (2017). well-being literacy: The necessary ingredient in positive education. Psychol. Behav. Sci. Int. J. 3, 1–3. Oberg, K. (1960). Cultural shock: Adjustment to new cultural environments. Practical Anthropology, 7, 177–182. O’Leary, Z. (2014). The essential guide to doing your research project (2nd ed.). Thousand Oaks, CA: SAGE Publications, Inc. Pang, H. (2021). How did compulsive WeChat use and information overload affect social media fatigue and well-being during the COVID-19 pandemic? A stressor-strain-outcome perspective. Telematics and Informatics, 64, 101690. doi:10.1016/j.tele.2021.101690 Patton, M.Q. (2002), "Two Decades of Developments in Qualitative Inquiry: A Personal, Experiential Perspective," Qualitative social work: QSW: research and practice, vol. 1, no. 3, 261-283. Patten, M. (2016). Questionnaire research: A practical guide. Routledge. Pearlin, L. I., Lieberman, M. A., Menaghan, E. G., & Mullan, J. T. (1981). The stress process. Journal of Health and Social Behavior, 22(4),337–356 Peltier, G. L., Laden, R., & Matranga, M. (2000). Student persistence in college: A review of research. J. Coll. Stud. Ret., 1, 357–375. Peters, M. A., Wang, H., Ogunniran, M. O., Huang, Y., Green, B., Chunga, J. O., Quainoo, E. A., Ren, Z., Hollings, S., Mou, C., Khomera, S. W., Zhang, M., Zhou, S., Laimeche, A., Zheng, W., Xu, R., Jackson, L., & Hayes, S. (2020). China’s internationalized higher education during COVID-19: Collective student autoethnography. Postdigital Science and Education, https://doi.org/10.1007/s42438-020-00128-1 Plieger, T., Melchers, M., Montag, C., Meermann, R., & Reuter, M. (2015). Life stress as a potential risk factor for depression and burnout. Burnout Research, 2(1), 19–24. Pratchett, T. (2013). The truth. New York: Random House. Prime, H., Browne, D. T., & Wade, M. (2020). Risk and resilience in family well-being during the COVID-19 pandemic. American Psychologist, 75(1), 631–643. Rahiem, M. (2021). Remaining motivated despite the limitations: University students’ learning propensity during the COVID-19 pandemic. Children and Youth Services Review, 120, 105802–105802. Rao, J., & Ye, J. (2016). From a virtuous cycle of rural-urban education to urban-oriented rural basic education in China: An explanation of the failure of China’s Rural School Mapping Adjustment policy. Journal of Rural Studies, 47, 601–611. Roberto, K. J., Johnson, A. F., & Rauhaus, B. M. (2020). Stigmatization and prejudice during the COVID-19 pandemic. Administrative Theory & Praxis, 42(3), 364–378. Roulston, K. (2014). Analysing interviews (pp. 297-312). The SAGE handbook of qualitative data analysis. Ryan, Gemma (2018). Introduction to positivism, interpretivism, and critical theory. Nurse Researcher, 25(4), 41–49. Ryff, C. D. (1989). Happiness Is Everything, or Is It? Explorations on the Meaning of Psychological Well-Being. Journal of Personality and Social Psychology, 57(6), 1069–1081. Ryff, C.D. & Keyes, C. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4),719-727 Sahu, P. (2020). Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff. Cureus. Retrieved from https://doi.org/10.7759/cureus.7541. Salari, N., Hosseinian-Far, A., Jalali, R., Vaisi-Raygani, A., Rasoulpoor, S., Mohammadi, M., Rasoulpoor, S., & Khaledi-Paveh, B. (2020). Prevalence of stress, anxiety, depression among the general population during the COVID-19 pandemic: A systematic review and meta-analysis. Globalization and Health, 16(1), Article 57. Sandberg, J. (2005). How do we justify knowledge produced within interpretive approaches? Organizational Research Methods, 8(1), 41–68. Sandelowski, M. (2014). Unmixing Mixed‐Methods Research. Research in nursing and health, 37(1), 3-8 Sarason, I. et al. (1987) A brief measure of social support: Practical and theoretical Implications. Journal of Social and Personal Relationships, 4(4),497-510 Saunders, M., Lewis, P. & Thornhill, A. (2012). Research Methods for Business Students, 6th edition, Pearson Education Limited. Schutt, R.K. (2017). Investigating the social world: The process and practice of research, 9th. SAGE Publications, London. Schwandt, H., & von Wachter T. (2019). Unlucky cohorts: estimating the long-term effects of entering the labor market in a recession in large cross-sectional data sets. J. Labor Econ., 37(S1), S161–S198. Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology: an introduction, American Psychologist, 55, 5–14. Sheng, Dai, J., & Lei, J. (2022). The impacts of academic adaptation on psychological and sociocultural adaptation among international students in China: The moderating role of friendship. International Journal of Intercultural Relations, 89, 79–89. Smith, R. A., & Khawaja, N. G. (2011). A review of the acculturation experiences of international students. International Journal of Intercultural Relations, 35(6), 699–713. https://doi.org/10.1016/j.ijintrel.2011.08.004Selingo, J. (2021, September 13). A New Normal For Online Education. Forbes. Retrieved from https://www.forbes.com/sites/jeffreyselingo/2021/09/13/a-new-normal-for-online-education/ Shrestha, S. (2020), Experiencing the coronavirus in China as international students. Times Higher Education. https://www.timeshighereducation.com/student/blogs/experiencingcoronavirus-outbreak-international-student-china. Simons, H. (2009). Case study research in practice. London: SAGE Sohu news website. (2019). The trend of public opinion behind the "student partner" incident at Shandong University. https://www.sohu.com/a/327306574_756780 Sinha, B. K., &Watson, D. C. (2007). Stress, coping and psychological illness: a cross-cultural study. Int J Stress Manag, 14(4), 386–397.Song. (2011). Social Capital and Psychological Distress. Journal of Health and Social Behavior, 52(4), 478–492. Stadtfeld C, Vörös A, Elmer T, Boda Z, Raabe IJ. (2019). Integration in emerging social networks explains academic failure and success. Proceedings of the National Academy of Sciences. 116(3):792–797. Strauss, A., & Corbin, J. (1998). Basics of Qualitative Research: Grounded theory procedures and techniques. (2nd ed.). London: Sage. Sturman, A. (1997). Case study methods. In: J. P. Keeves (ed.). Educational research, methodology and measurement: an international handbook (2nd ed.). Oxford: Pergamon, 61–66. Sullivan, C., & Kashubeck-West, S. (2015). The Interplay of International Students’ Acculturative Stress, Social Support, and Acculturation Modes. Journal of International Students, 5(1), 1–11. https://doi.org/10.32674/jis.v5i1.438 Sun, Y., Lin, S. & Chung, K.K.H. (2020), "University Students' Perceived Peer Support and Experienced Depressive Symptoms during the COVID-19 Pandemic: The Mediating Role of Emotional Well-Being", International Journal of environmental research and public health, vol. 17, no. 24, pp. 9308. Tandon, R. (2020). The COVID-19 pandemic, personal reflections on editorial responsibility. Asian J. Psychiatr., 50, 102100. https://doi.org/10.1016/j.ajp.2020.102100. Tang, Y., Huang, C., Geng, Y., Cheung, S., & Zhang, S. (2021). Psychological Well-Being in Chinese College Students During the COVID-19 Pandemic: Roles of Resilience and Environmental Stress. Front Psychology, 12, DOI: 10.3389/fpsyg.2021.671553 Tasso, A., Hisli Sahin, N., & San Roman, G. (2021). COVID-19 disruption on college students: Academic and socioemotional implications. Psychological Trauma, 13(1), 9–15. Tellis, W. (1997). Introduction to a case study. The qualitative report, 3(2), 1-14. The Ministry of Education (MOE). (2020). MOE issues notice on school resumption and COVID-19 prevention for 2020 fall semester - Ministry of Education of the People's Republic of China. The Ministry of Health Disease Control Bureau, (2020). Notification of technical approaches for guiding trinitary-level colleges’ epidemic prevention and control scheme. Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC medical research methodology, 8, 45. Tompkins, K. A., Brecht, K., Tucker, B., Neander, L. L., & Swift, J. K. (2016). Who matters most? The contribution of faculty, student-peers, and outside support in predicting graduate student satisfaction. Training and Education in Professional Psychology, 10(2), 102. https://doi.org/10.1037/tep0000115 Turner, R. J. (1983). Social support's direct, indirect, and moderating effects upon psychological distress and associated conditions. In H. B. Kaplan (Ed.), Psychosocial stress: Trends in theory and research. New York: Academic Press. Turner. (2009). Understanding Health Disparities: The Promise of the Stress Process Model. In Advances in the Conceptualization of the Stress Process (pp. 3–21). Springer, New York. https://doi.org/10.1007/978-1-4419-1021-9_1 Turner, R. J. (2013). Understanding Health Disparities: The Relevance of the Stress Process Model. Society and Mental Health, 3(3), 170–186. UNESCO Institute for Statistics [UIS] database. (2020). Inbound Internationally Mobile Students by Continent of Origin (up to 2017). Retrieved from http://data.uis.unesco.org/. University of J. (2021). Why UJN? Retrieved from: Why UJN-University of Jinan University of J. (2022a). Emergency response plan for epidemic prevention and control in Jinan University. Published on 12th March. University of J. (2022b). Some measures on Further Strengthening the prevention and control of school epidemic. Published on 12th March University of J. (2023). Total Units Budget of University of J in 2023. Retrieved from https://xxgk.ujn.edu.cn/info/1063/2731.htm VanWynsberghe, R., and Khan, S. (2007). Redefining case study. International journal of qualitative methods, 6(2), 80-94.Venuti, L. (2012). The translation studies: the reader. Routledge, pp.157 Wang, J. & Lin, J. (2019), "Traditional Chinese Views on Education as Perceived by International Students in China: International Student Attitudes and Understandings," Journal of Studies in International Education, vol. 23, no. 2, pp. 195-216. Ward, C.A., Bochner, S. & Furnham, A. (2001). The psychology of culture shock, 2nd and, London: Routledge. Waithaka, E. N. (2014). Family capital: Conceptual model to unpack the intergenerational advantage transfer in transitions to adulthood. Journal of Research on Adolescence, 24(3), 471–484. WARR, P., COOK, J., & WALL, T. (1979). Scales for the measurement of some work attitudes and aspects of psychological well-being. Journal of Occupational Psychology, 52(2), 129–148. Wen, W., Chen, L., Bai, Y., & Cao, H. (2013). A comparative study of international students’ experiences and satisfaction in Beijing. Beijing Social Sciences. (2), 63–70. WHO. (2020). Novel Coronavirus (2019-nCoV) Situation report 22. Retrieved from https://www.who.int/docs/defaultsource/coronaviruse/situation-reports/20200211-sitrep-22-ncov.pdf?sfvrsn=fb6d49b1_2. Wilder-Smith, & Freedman, D. O. (2020). Isolation, quarantine, social distancing and community containment: a pivotal role for old-style public health measures in the novel coronavirus (2019-CoV) outbreak. Journal of Travel Medicine, 27(2). Wong, S. T., Yoo, G. J., & Stewart, A. L. . (2007). An empirical evaluation of social support and psychological well-being in older Chinese and Korean immigrants. Ethnicity & Health, 12(1), 43-67. Wong, T.W., Gao, Y. & Tam, W.W.S. (2007), "Anxiety among university students during the SARS epidemic in Hong Kong," Stress and health, vol. 23, no. 1, 31-35. Wu, Mao-Ying & Zhai, Junqing & Wall, Geoffrey & Li, Qiu-Cheng. (2021a). Understanding international students’ motivations to pursue higher education in mainland China. Educational Review, 73, 1-17. 10.1080/00131911.2019.1662772. Wu, Liu, W., Liu, A., Lin-Schilstra, L., & Lyu, P. (2021b). International Students’ Mental Health Care in China: A Systematic Review. Healthcare (Basel), 9(12), 1634–. https://doi.org/10.3390/healthcare9121634 Xian Jiao Tong University. (2021). 【Fight the epidemic with one heart】The School of International Education has taken many measures to do a good job in epidemic prevention and control (Chinese Version Only). Xian Jiao Tong University News Web. Retrieved From: 【同心抗疫】国际教育学院多措并举做好疫情防控工作-西安交通大学新闻网 (xjtu.edu.cn) Xiong, Y., Rose Parasath, P., Zhang, Q., & Jeon, L. (2022). International students' perceived discrimination and psychological distress during the COVID-19 pandemic. Journal of American college health: J of ACH, 1–12. Advanced online publication. Xu. T. (2021). Psychological Distress of International Students during the COVID-19 Pandemic in China: Multidimensional Effects of External Environment, Individuals’ Behavior, and Their Values. International Journal of Environmental Research and Public Health, 18(18), 9758–. Yang, & Huang, C. (2021). Turn crisis into opportunity in response to COVID-19: experience from a Chinese University and prospects. Studies in Higher Education (Dorchester-on-Thames), 46(1), 121–132. Yang, R. (2020). "China's higher education during the COVID-19 pandemic: some preliminary observations", Higher education research and development, vol. 39, no. 7, 1317-1321. Yasuma, Watanabe, K., Iida, M., Nishi, D., & Kawakami, N. (2019). Personal values in adolescence and psychological distress in adults: A cross-sectional study based on a retrospective recall. PloS One, 14(11), e0225454–e0225454. https://doi.org/10.1371/journal.pone.0225454 Yin, R. K. (2003). Designing case studies. Qualitative research methods, 5(14), 359-386. Yin, R. K., (2014). Case study research: Design and methods. 5th ed. Thousand Oaks, CA: Sage. Zarocostas, J. (2020). How to fight an infodemic. The Lancet, 395, 676. Zhang, H. (2021, February 5). International students face mental health challenges during the COVID-19 pandemic. Science Line. Retrieved from https://scienceline.org/2021/02/international-students-face-mental-health-challenges-during-the-covid-19-pandemic/ Zhang, Wang, Y., Yang, L., & Wang, C. (2020). Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak. Journal of Risk and Financial Management, 13(3), 55–. Zhang, X., Huang, P. F., Li, B. Q., Xu, W. J., Li, W., & Zhou, B. (2021). The influence of interpersonal relationships on school adaptation among Chinese university students during COVID-19 control period: Multiple mediating roles of social support and resilience. Journal of affective disorders, 285, 97–104. zh_TW
