在臺國際生涵化經驗：壓力因子、應對策略、社會支持來源
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2018
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Abstract
以往沒有針對在台灣大學校院就學的國際生其涵化經驗及社會支持來源進行過相關的研究，本質性研究引用『壓力、應對策略、適應』理論與『以社會支持加強壓力應對策略』模型，來探索就讀台北市某所國立大學國際生的涵化經驗。本研究深度訪談了來自11個國家的13位國際生，以在台灣停留不同時期的壓力因子、應對策略、社會支持來源作為訪談的主題。本研究發現國際學生有語言、課業、實際問題、社交、歧視等5類壓力因子，以及他們應對每一類的壓力因子所採用的應對策略與社會支持來源，最後提岀一個社會支持來源模型，來說明國際生在臺灣的涵化歷程中，應對不同的壓力因子所採用的社會支持來源，並針對透過一些措施或計畫來發展國際生所需要的社會支持來源，進行討論。
No research has focused on understanding the acculturation experience and social support sources of international students in Taiwan. A qualitative approach utilizing the framework of stress, coping and adaption, as well as the model of stress and coping through social support was used to explore the experiences of international students at a public university in Taipei city. Stressors, coping strategies, and social support sources over the course of stay were identified as the central topics of in-depth interviews with 13 international students from 11 countries. The stressors identified by participants include language, educational, practical, sociocultural, and discrimination. Participants shared their coping strategies and social support sources in response to each specific stressor. Finally, this study offers a model of social support sources that illustrates social support sources international students used to cope with different stressors arising during their acculturation journey in Taiwan. Uses of this model in developing measures or programs that provide recommended social support sources are discussed.
No research has focused on understanding the acculturation experience and social support sources of international students in Taiwan. A qualitative approach utilizing the framework of stress, coping and adaption, as well as the model of stress and coping through social support was used to explore the experiences of international students at a public university in Taipei city. Stressors, coping strategies, and social support sources over the course of stay were identified as the central topics of in-depth interviews with 13 international students from 11 countries. The stressors identified by participants include language, educational, practical, sociocultural, and discrimination. Participants shared their coping strategies and social support sources in response to each specific stressor. Finally, this study offers a model of social support sources that illustrates social support sources international students used to cope with different stressors arising during their acculturation journey in Taiwan. Uses of this model in developing measures or programs that provide recommended social support sources are discussed.
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Keywords
涵化, 壓力因子, 應對策略, 社會支持, 在台國際生, ACCULTURATION, STRESSORS, COPING STRATEGIES, SOCIAL SUPPORT, INTERNATIONAL STUDENTS IN TAIWAN