Shared more. Cited more. Safe forever.
    • advanced search
    • submit works
    • about
    • help
    • contact us
    • login
    View Item 
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2009 Dissertations (MU)
    • 2009 MU dissertations - Freely available online
    • View Item
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2009 Dissertations (MU)
    • 2009 MU dissertations - Freely available online
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    advanced searchsubmit worksabouthelpcontact us

    Browse

    All of MOspaceCommunities & CollectionsDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis SemesterThis CollectionDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis Semester

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular AuthorsStatistics by Referrer

    The effects of gender, academic concerns, and social support on stress for international students

    Bang, Eun-Jun
    View/Open
    [PDF] public.pdf (2.078Kb)
    [PDF] short.pdf (34.17Kb)
    [PDF] research.pdf (667.2Kb)
    Date
    2009
    Format
    Thesis
    Metadata
    [+] Show full item record
    Abstract
    Thousands of international students come to the United States every year and from the moment they arrive they experience stress from multiple directions. This study focuses on gender differences in stress levels for international students and different types of social support as moderators of that stress. Survey data from a midwestern university is reviewed regarding general adjustment issues experienced by international students (N = 169). Descriptive statistical and multiple regression analyses are used to test hypotheses. Additionally, gender role theory and a transactional model of stress serve as a framework to approach and understand the issues. The findings reveal that gender, academic concerns, language concerns, and length of stay in the United States are all significant predictors of stress. Furthermore, academic stress is significantly associated with gender and social support. The reassurance of worth, guidance, and social integration subscales of the Social Provision Scale (SPS) as well as the overall sum of the SPS are associated significantly with academic stress for male and female international students independently and differently. Males with academic stress and females without academic stress experience the most benefits from social support whereas females with academic stress experienced no benefit from social support as indicated by the SPS. The results of this study indicate that there are broad implications for individuals who interact with international students on a personal, professional and academic level.
    URI
    https://hdl.handle.net/10355/6133
    https://doi.org/10.32469/10355/6133
    Degree
    Ph. D.
    Thesis Department
    Social work (MU)
    Rights
    OpenAccess.
    This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
    Collections
    • Social Work electronic theses and dissertations (MU)
    • 2009 MU dissertations - Freely available online

    Send Feedback
    hosted by University of Missouri Library Systems
     

     


    Send Feedback
    hosted by University of Missouri Library Systems