Study on Paths of Affect Factors on Adaption to University Life of Chinese International Students in Korea —Choosing Korean Training Chinese Students as Main Investigation Objects

doi:10.4236/eng.2013.510B034

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Engineering, 2013, 5, 158-162

http://dx.doi.org/10.4236/eng.2013.510B034 Published Online October 2013 (http://www.scirp.org/journal/eng)

Study on Paths of Affect Factors on Adaption to University

Life of Chinese International Students in Korea

—Choosing Korean Training Chinese Students as Main Investigation Objects

Qinlan Lin, Ling Gao

College of Nursing, Beihua Uinversity, Jilin City, China

Email: [email protected]

Received April 2013

ABSTRACT

The purpose of this paper is to study effect factors of adaptation to university life of Chinese International Students in

Korea. 374 Korean language trainees are chosen as investigation objects by means of random cluster sampling. Ques-

tionnaire data are collected by using the survey form and then paths of effect factors on adaption to university life of

Korean training Chinese students in Korea are an alyzed. The r e su lts indicate that Korean language proficiency, physical

symptoms, loneliness, self-efficacy, acculturation stress are dir ect effect factors on Chinese students adapting to univer-

sity life in Korea. Besides, Korean language proficiency, physical symptoms, loneliness are not only direct effect fac-

tors on self-efficacy and acculturation stress but also indirect effect factors on Chinese students adapting to university

life in Korea. In order to improve ability of Korean training Chinese students adapting to university life in Korea, Ko-

rean language proficiency and self-efficacy should be improved. And, some effective interventions should be given to

reducing physical symptoms, loneliness and acculturation stress.

Keywords: Chinese International Students; Adaptations to University Life; Korean Language Proficiency; Loneliness;

Physical Symptoms; Self-Efficacy; Acculturation Stre ss

1. Introduction

1.1. Study Necessity

According to statistics, 74% out of 90,658 foreign stu-

dents in Korea are Chinese students [1]. It is difficult for

the students in the new environment to adapt to [2] uni-

versity life in Korea, as a result, some students who

could not adapt to university life end up with not be able

to complete their studies, consequently, they have to re-

turn home in advance, or work illegally, or become illeg-

al residents, finally their situation get very serious [3].

The results show that the students have corresponding

higher ability of adaptation to university life if they have

higher Korean language proficiency [2]. The students

have higher stress if they have more physical symptoms

[4]. The students’ ability of adaptation to university life

decreases more if their loneliness and acculturation stress

increase more [2]. If the students’ Social support [5],

self-efficacy [6] and stress respons e ability are higher [7],

the higher ability of ad aptation to university life th ey will

have [8]. Moreover, students who live in for one to two

years have the lowest level of cross-cultural adaptation,

especially the psychological adaptation [9]. Therefore,

Korean language training Chinese students who live less

than 2 years are chosen as investigation objects, and ef-

fect factors on adaption to university life of Korean

training Chinese students in Korea have to be taken into

account from language, physical, society, psychology

and other aspects. On the basis of the theoretical frame-

work of combination of Roy’s adaptation theory and La-

zarus & Folkman’s theory of stress-appraise-coping [10],

the purpose of this study is to predict effect factors on

adaptation to university life of Chinese international stu-

dents in K or e a.

1.2. Study Objective

The purpose is to validate effect factors on adaptation to

university life in Korea through analyzing status charac-

teristics of Korean training Chinese students. And further,

reliable basis can be provided for carrying out effective

measures which is for Chinese international students

better and faster adapting to university life in Korea.

2. Research Method

2.1. Investigation Objective

From June 15 to July 16, 2011, 380 Chinese intern ational

students getting undergraduate degree from the 4-year

Q. L. LIN, L. GAO

159

universities in Korea are chosen as investigation objects

by means of random cluster sampling. Take back rate is

100%, valid questionnaires are 374, and response rate is

98.4%. According to required sample size in complex

structures model, sample size must be more than 200. In

the ideal case, free parameter is 20:1. In fact, 10:1 can be

used for free parameter [11]. Therefore, the sample size

in this study is appropriate.

2.2. Research Tool

The Korean ability of self-evaluation scale made by

Zhangyan (2005) is used [12] for analyzing Korean lan-

guage proficiency. Dimensions and validity are investi-

gated through pretest. There are totally 4 questions items.

Points from 1 to 5 are distributed to options from “very

bad” to “very good” in each item respectively. Korean

language proficiency is higher if the point is higher.

Cronbach’s α is 0.86 when the scale is made, however,

0.93 is used as Cronbach’s α in this study.

The physical symptoms scale made by Park Ji Hyun

(2008) is used for analyzing physical symptoms [4]. Di-

mensions and validity are investigated through pretest.

There are totally 18 questions items. Points from 1 to 5

are distributed to options from options from “Absolutely

not” to “Often” in each item. The point is higher and

physical symptoms appear more. Cronbach’s α is 0.93

when the scale is made, however, 0.93 is used as Cron-

bach’s α in this study.

The Chenjie’s (2010) loneliness scale is adopted for

analyzing loneliness [2]. Dimensions and validity are

investigated through pretest. There are totally 20 ques-

tions items. Points from 1 to 5 are distributed to options

from options from “Absolutely not” to “Absolutely” in

each item. The point is higher and loneliness becomes

stronger. Cronba ch’s α used by Chenjie is 0.86, howev er,

0.93 is use d as C r o nba ch’s α in this study.

The Kim Yoon Kyoung’s social support scale is used

for analyzing social support [5]. Dimensions and validity

are investigated through pretest. There are totally 25

questions items. Points from 1 to 5 are distributed to op-

tions from “Abso lutely not” to “Absolutely” in each item.

The point is higher and loneliness becomes stronger.

Cronbach’s α used by Kim Yoon Kyoung is 0.95, how-

ever, 0.96 is used as Cronbach’s α in this study.

The Jin Gyeol’s (2010) acculturation stress scale is

used for analyzing acculturation stress [2]. Dimensions

and validity are investigated through pretest. There are

totally 28 questions items. Points from 1 to 5 are distri-

buted to options from “Totally not” to “Totally” in each

item, respectively. It indicates that acculturation stress is

higher if the point is higher. Cronbach’s α is 0.93 when

the scale is made, however, 0.93 is used as Cronbach’s α

in this study.

The Lizhishan’s (2010) self-efficacy scale is used to

analyze self-efficacy. Dimensions and validity are inves-

tigated through pretest [8]. 5 inefficient degree items are

removed, and 18 questions items are remained. Points

from 1 to 5 are distributed to options from “Totally not”

to “Totally” in each item, respectively. Self-efficacy is

higher if the point is higher. Cronbach’s α is 0.93 when

the scale is made, also 0.93 is used as Cronbach’s α in

this study.

The Seo Ji Yeoun’s (2009) stress Countermeasure

scale is used to analyze stress Countermeasure [7]. Di-

mensions and validity are investigated through pretest. 4

inefficient degree items are removed, 10 positive ques-

tions items and 10 negative questions items are remained.

Points from 1 to 4 are distributed to options from “Total-

ly not” to “Totally” in each item, respectively. Positive

and negative stresses are higher if the point is higher.

Cronbach’s α is 0.81 when the scale is made, positive

Cronbach’s α is 0.82 and negative Cronbach’s α is 0.81

in this study.

The Zhang Yanan’s (2009) adaptation to university

life scale is used to analyze adaptation to university life

[8]. Dimensions and validity are investigated through

pretest, which includes academic adaptation, social adap-

tation, and emotional adaptation. There are totally 62

questions items about University environment includes.

Points from 1 to 5 are distributed to options from “Totally

not” to “Totally” in each item, respectively. Ability of

adaptation to university life is higher if the point is higher.

Cronbach’s α is 0.95 when the scale is made, also 0.94 is

used as Cronbach’s α in this study.

2.3. Data Collection and Analysis Method

In accordance with the principle of informed consent,

firstly, the purpose and necessity of the study should be

told to investigation objects, investigation objects feel

free to quit the study anytime. All of data are anonymous,

and the data are collected after signing an agreement in

writing. In this study, PASW Statistics 18 .0 program and

LISREL 8.7 progr a m are used for the statistical analysis.

3. Analysis Results

3.1. Status of Korean Training Chinese

Students

In this survey, 40.4% of students are male, and 59.6% of

students are female. The average age is 20.2 years old.

The average residence time is 7 months. Study satisfac-

tion is 3.44 (±1.25) points. Option of whether to partici-

pate in Korean Language Proficiency Test (TOPIK)

showed that students of 63.4% did not take TOPIK. Fail-

ure rate is 35.6% in the participants.

Q. L. LIN, L. GAO

160

3.2. Points for Adaptation to University Lif e,

Korean Language Proficiency, Physical

Symptoms, Loneliness, Social Support,

Acculturatio n Stress, Self-Efficacy and

Stress Countermeasure

Points of 2.78 (±0.43) is obtained when full points of

university life is 5. Points of 2.91 (±0.86) is obtained

when full points of Korean language proficiency is 5

points. Points of 2.26 (±0.69) is obtained when full

points of physical symptoms is 5. Points of 3.78 (± 0.54)

is obtained when full points of loneliness is 5. Points of

2.56 (±0. 50) is obtained when full points of social sup-

port is 5. Points of 3.79 (±0.55) is obtained when full

points of acculturation stress is 5. Points of 3.36 (±0.58)

is obtained when full points of self-efficacy is 5. Points

of 2.89 (±0.33) is obtained when full points of positive

stress is 4. Points of 2.62 (±0.34) is obtained when full

points of negative pressure responses is 4.

3.3. Analysis on Paths of Affect Factors on

Adaption to University Life of Korean

Training Chinese Students in Korea

Parameter results are as follows: GFI is 0.91, AGFI is

0.92, NNFI is 0.95, NFI is 0.93, RMR is 0.05. Synthe-

sizing exam results indicate that path analysis figure in

this study has better f itting. Korean language proficiency,

physical symptoms, loneliness, self-efficacy, accultura-

tion stress in Table 1 can represent 78% variables of

affect factors on adaption to university life. Korean lan-

guage proficiency, physical symptoms, loneliness, self-

efficacy, acculturation stress are direct affect factors on

Chinese students adapting to university life in Korea.

Besides, Korean language proficiency, physical symp-

toms, loneliness are not only direct affect factors on self-

efficacy and acculturation stress but also indirect affect

factors on Chinese students adapting to university life in

Korea, which is illustrated in Figure 1.

4. Discussion

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Table 1. Total effect of endogenous variable.

Endogenous variable

Predictor variable

Standardized direct effect

Standardized indirect effect

Total effect

SMC

†

Adaptations to university life Korean language proficiency 0.19 (2.98)** 0.37 (6.24)*** 0.56 (10.25)*** 0.78

Physical symptoms −0.16 (−2.21)** −0.07 (−1.83)** −0.23 (−5.68)**

Loneliness −0.18 (−4.21)*** −0.09 (−2.85)** −0.27 (−6.09)***

Social support 0.01 (0.35) 0.01 (0.35)

Acculturation stress −0.13 (−2.15)* −0.17 (−3.62)*** −0.30 (−5.25)***

Self−efficacy 0.44 (2.41)* 0.08 (0.62) 0.52 (5.46)***

Active coping 0.11 (0.54) −0.02 (−0.21) 0.09 (0.56)

Passivecoping −0.03 (−0.22) −0.03 (−0.22)

Korean Language

Proficiency

Social Support

Loneliness

Passive Coping

Active Coping

Self-Efficacy

Acculturation Stress

Physical Sympt o ms

-0.18

***

0.17

0.44

0.14

-0.32***

-0.19

δ4

δ3

δ2

δ1

δ6

δ9

δ5

1ε

2ε

3ε

4ε

5ε

7ε

9ε

11 ε

0.54

***

δ7

δ8

-0.41

***

Adaptations to

Un iv e rs ity L if e

δ11

δ10

δ12

-0.16

-0.18

***

-0.13

Figure 1. Paths of affect factors on adaption to university life.

Q. L. LIN, L. GAO

161

of the MS Word Formatting toolbar.

4.1. Status of Korean Training Chinese Students

The survey shows that students of 63.4% did not partici-

pate in TOPIK, the failure rate is 35.6%, which indicates

that most students did not take the test, the majority

failed even though they participated in. Nowadays, TO-

PIK has been a necessary condition for admission and

scholarship, but the realization degree on TOPIK is not

enough, therefore there is an urgent need to improve rea-

lization degree on TOPIK. In addition, average points of

Korean language proficiency is 2.91 (±0.86) in the re-

sults of this study, which indicates that indicating Korean

language proficiency is poor. It is necessary for students

to have systematic training before they study aboard. The

best way i s to participate in TOPIK in do mestic and ful l y

prepare. Also Korea should establish a variety of educa-

tional models for students abroad and carry out Korean

training via a wide range of Korean education systems.

For example, different categories of listening, speaking

and writing curriculums should be established. Various

activities to experience Korean culture should be orga-

nized. The assigned principle of one Korean student to

one Chinese student in bedroom should be taken into

account. In this way, Chinese students can chose differ-

ent educations according to their need. They unkno-

wingly learn Korean in their daily lives so that the y can

faster and more effectively improve their Korean lan-

guage proficiency.

4.2. Adaptation to University Life

In this study, the average residence period of investiga-

tion objects is 7 months, the average point of adaptation

to university life is 2.78 ( ±0.43). This result supports the

point of view that students have lowest adaptation to

university life [9] when they have lived for 7 - 12 months.

Therefore, Korean training Chinese students whose

adaptation to university life in the beginning period of

study should be paid attention to. Language and envi-

ronment are all strange to them in this period, various

measures should be carried out to help them improve

their adaptation ability so that they can successfully

adapt to university life and then achieve the desired study

destination.

4.3. Affect Factors on Adaption to University

Life

This study shows that on the basis of the degreed order-

ing of affect factors on adaptation to university life from

big to small. They are Korean language proficiency, lo-

neliness, physical symptoms, self-efficacy, and accultu-

ration stress, respectively. Among these factors, Korean

language proficiency, loneliness, physical symptoms

directly affect adaptation to university life. In addition,

self-efficacy and acculturation stress have indirect effect

on adaptation to university life. This result supports the

point of view that Korean language proficiency is higher

and adaptation to university life is higher [4], loneliness

is stronger and stress is higher[2], physical symptoms

appear more frequently and stress is higher, and then,

self-efficacy decrease more, adaptation ability become

lower [6].

When students move from a familiar environment to

another unfamiliar environment, firstly, they have to

adapt the language before adapting to university life.

Secondly, they have to accomplish psychology and phy-

sical adaptation. Accordingly, Korean language, physical

symptoms, loneliness and other direct stress sources

should be paid attention to, also stress sources unders-

tood and evaluated by self-efficacy and other factors

should be paid attention to. Different Korean education

modes should be used. Psychological consulting rooms

should be created, regular physical examination should

be conducted to reduce acculturation stress and enhance

self-efficacy, and these interventions above-mentioned

can efficiently improve adaptation ability to university

life.

This study shows that five factors explain 78% va-

riables of affect factors on adaption to university life, this

value is higher than 48% in [2]. It indicates that the used

theoretical framework of combination of Roy’s adapta-

tion theory and Lazarus & Folkman’s theory of stress-

appraise-coping in this study is valid. Not only is ad-

vantages of a Roy theoretical and Lazarus & Folkman

theoretical exerted, but also disadvantages of Roy theory

is eked out. Affect factors on adaption to university life

of Korean training Chinese students in Korea are ana-

lyzed from many different points of vi e w.

This study shows that social support and stress inter-

ventions do not affect adaption to university Life [6],

which is different from the point of view that social sup-

port is higher [6] and taken positive stress interventions

to adaption is higher, however, taken negative stress in-

terventions to adaption is lower [8]. It is recommended

that further study is supposed to be researched.

5. Conclusion

Although effect factors on adaption to university life are

complicated, they have certain logic. When interventions

for improving adaptation of Korea training Chinese stu-

dents in Korean are carried out, s tressors n amely Korean

language proficiency, physical symptoms, loneliness, etc.

should be paid attention to. Also, their understanding and

evaluation, etc. of stressors should be regarded, which is

awareness level of unfamiliar environment. Through the

Q. L. LIN, L. GAO

162

correctly evaluating stress, reducing acculturation stress

and establishing a self-efficacy and other measures, the

adaptation level to university life can be improved.

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