Academic Achievement and Socioemotional Adjustment among Chinese University Students.
Academic Achievement and Socioemotional Adjustment among Chinese University Students.
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中国大学生的学业成绩和社会情绪调整。
DOI：
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发表时间：
1985
期刊：
影响因子：
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通讯作者：
N. Zane
中科院分区：
文献类型：
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作者：
S. Sue;N. Zane
华裔美国人一直被认为是高成就者和优秀学生。本研究考察了177名中国大学生的学习成绩、专业、学习习惯和社会情绪适应。数据收集通过官方大学记录，问卷调查和库存。根据学生的出生地和在美国居住的时间长短，他们被分为三组。研究结果表明，当考察平均成绩以外的标准时，高成就、适应能力强的中国学生的形象会受到影响。尽管这三组中国人的成绩都超过了大学平均水平，但新移民显然使用了某些策略来弥补有限的英语能力，比如减少课程量、增加学习时间和限制职业专业。还有证据表明，新移民的社会情感适应能力低于其他中国学生。咨询和研究的影响进行了讨论。
Chinese Americans have been considered as high achievers and excellent students. In this study, the academic performance, majors, study habits, and socioemotional adjustment of 177 Chinese university students were examined. Data were collected through official university records, questionnaires, and inventories. Students were divided into three groups, depending on place of birth and length of residency in the United States. Results indicated that the image of the high achieving, well-adjusted Chinese student is tempered when examining criteria other than grade point average. Although grades received by the three groups of Chinese exceeded the university average, recent immigrants apparently used certain strategies to compensate for limited English proficiency by taking reduced courseloads, studying more hours, and limiting career majors. There also was evidence that the recent immigrants were less socio-emotionally adjusted than were other Chinese students. Implications for counseling and research are discussed.