Relevant bibliographies by topics / Chinese student

Academic literature on the topic 'Chinese student'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Chinese student"

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Bislev, Ane. "Student-to-Student Diplomacy: Chinese International Students as a Soft-Power Tool." Journal of Current Chinese Affairs 46, no. 2 (August 2017): 81–109. http://dx.doi.org/10.1177/186810261704600204.

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Chinese international students have become an increasingly visible presence around the globe, and interest in these students has consequently increased among universities, researchers, and policymakers, who often see international students as a source of increased soft power. This article questions the idea of Chinese international students as a soft-power tool. This is done through a critical discussion of the concept of soft power and the rather limited research on educational diplomacy, demonstrating that the analytical vagueness of the concept of soft power leads to an oversimplified understanding of the linkage between international students and soft power. In order to provide a more nuanced understanding of this linkage, the article examines the actual overseas experience of Chinese international students and argues that the linkage between international students and soft power is highly complicated and that these students do not necessarily constitute soft-power resources.
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Huang, Wei, Panpan Yao, Fan Li, and Xiaowei Liao. "Student governments in Chinese higher education: reflection on college students’ and student cadres’ political trust." Higher Education 82, no. 2 (May 22, 2021): 387–409. http://dx.doi.org/10.1007/s10734-021-00721-8.

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AbstractThis paper documents the structure and operations of student governments in contemporary Chinese higher education and their effect on college students’ political trust and party membership. We first investigate the structure and power distribution within student governments in Chinese universities, specifically focusing on the autonomy of student governments and the degree to which they represent students. Second, using a large sample of college students, we examine how participating in student government affects their political trust and party membership. Our results show that student government in Chinese higher education possesses a complex, hierarchical matrix structure with two main parallel systems—the student union and the Chinese Communist Party system. We found that power distribution within student governments is rather uneven, and student organisations that are affiliated with the Chinese Communist Party have an unequal share of power. In addition, we found that students’ cadre experience is highly appreciated in student cadre elections, and being a student cadre significantly affects their political trust and party membership during college.
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Levy, Richard. "The Chinese Student Demonstrations." Monthly Review 39, no. 4 (September 4, 1987): 31. http://dx.doi.org/10.14452/mr-039-04-1987-08_4.

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ZHANG, MU. "A Review of Yuhao Cen’s Student Learning and Development in Chinese Higher Education: College Students’ Experience in China." Journal for the Study of Postsecondary and Tertiary Education 5 (2020): 035–38. http://dx.doi.org/10.28945/4506.

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Aim/Purpose: Book Review: Student Learning and Development in Chinese Higher Education: College Students’ Experience in China Background: This book describes and interprets student learning and development as perceived by students in Chinese higher education institutions. Impact on Society: Overall, this book appeals to higher education scholars from all countries and regions. It is a good resource for faculty in Chinese higher education institutions to deepen their understanding of undergraduate students to promote their learning and development. Chinese student affairs professionals struggling with how to support the students they work with would benefits greatly from this book. Likewise, Chinese graduate students contemplating a career in higher education/student affairs would also benefit from reading this book. It also provides global higher education professionals a good perspective to understand Chinese higher education under the background of higher education globalization.
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Suk-Jun Lim. "Foreign Workers or Students?: Chinese Student-Workers in Korea." 21st centry Political Science Review 20, no. 3 (December 2010): 53–77. http://dx.doi.org/10.17937/topsr.20.3.201012.53.

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Li, Wei, Shengnan Zhao, Zheng Lu, Wan Yu, and Xiaojie Li. "Student Migration: Evidence from Chinese Students in theUSand China." International Migration 57, no. 3 (June 7, 2018): 334–53. http://dx.doi.org/10.1111/imig.12466.

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Ji, Chongmin, Stacy Duffield, Justin J. Wageman, and Anita G. Welch. "Student perceptions of the classroom learning environment and motivation to learn Chinese." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52, no. 2 (November 10, 2017): 111–26. http://dx.doi.org/10.1075/csl.52.2.01ji.

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Abstract This study investigated the associations between student perceptions of their classroom psychosocial learning environment and their motivation to learn Mandarin Chinese in the United States. The students took two surveys that measured their perception of the Chinese classroom psychosocial learning environment and their motivation to learn Chinese. Descriptive and inferential statistics were used to analyze the data. There were statistically significant associations between student perception and motivation for learning the Chinese language. The three scales of Task Orientation, Involvement, and Equity emerged as having the most influence on students’ motivation to learn Chinese. The Task Orientation scale had the strongest relationship with student motivation.
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Sun, Xiaomeng. "Social media use and student creativity: The mediating role of student engagement." Social Behavior and Personality: an international journal 48, no. 10 (October 7, 2020): 1–8. http://dx.doi.org/10.2224/sbp.9356.

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Fostering student creativity is widely accepted as an important goal in Chinese higher education, and social media is now integrated into students' everyday lives. I investigated how social media use in study contexts is related to students' engagement and creativity. A validated questionnaire was used to collect data from 652 undergraduate students at 3 Chinese public universities. Structural equation modeling results show that social media use in study contexts was related to student engagement and creativity, and that student engagement partially mediated the relationship between social media use and student creativity. This provides insight into how to promote student creativity. Theoretical and practical implications of the results are presented, and future directions for research are discussed.
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Smith, Jackie. "THE 1989 CHINESE STUDENT MOVEMENT." Peace & Change 17, no. 1 (January 1992): 82–101. http://dx.doi.org/10.1111/pech.1992.17.1.82.

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Falcone, Santa. "International Student Recruitment: Trends and Challenges." Journal of International Students 7, no. 2 (April 1, 2017): 246–56. http://dx.doi.org/10.32674/jis.v7i2.379.

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This paper provides a review of current trends in international student recruitment. Focusing specifically on recruitment of Chinese students, important aspects of China’s educational system relevant to recruitment are presented. Barriers to Chinese student recruitment are then discussed. Successful, employed, international graduates validate domestic institutional value to prospective foreign students and their parents. In that regard, guidance is then offered for domestic universities to use to assist international students to achieve their desired outcomes as an integral part of the institution’s international student recruitment strategy.
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Dissertations / Theses on the topic "Chinese student"

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Ho, Kenneth, and 何健宇. "Student migration among mainland Chinese postgraduate students in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45825506.

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Chang, Sheue Mei. "Counseling Service Needs of Chinese College Students: Student, Faculty, and Student Affairs Staff Perceptions." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc330642/.

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This study was designed to explore the different perceptions of college students' counseling service needs as well as the perceptions of counseling services by the student, faculty, and student affairs staff groups and subgroups of each group. The research approach of this investigation was a case study of one national university in the Republic of China. This study tested seven hypotheses and the major findings are as follows: there were significant differences among students, faculty, and student affairs staff members' perceptions of counseling services in terms of importance and success. Although all three groups agreed that the achievement of the counseling goals were important, the students showed a significantly stronger expectation than did faculty members. Findings related to the success of counseling services in the institution indicated that student affairs staff members showed higher mean scores than did the faculty and students. All three groups perceived a significant discrepancy between the importance of counseling services and the success of counseling services. Moreover, all subgroups of students, as divided by demographic variables, perceived a significant discrepancy between the importance and success of counseling services. All subgroups of faculty and student affairs staff members, except the members of military instructors and members with a mainland China educational background, perceived significant differences between the importance and success of counseling services. The sex, age, class level, academic major, and grade point average of students indicated significant differences either in the importance or the success of counseling services. Likewise, the status, educational background, and degrees earned of faculty and student affairs staff members also showed significant differences in the perceptions of either the importance or the success of counseling services. The study suggested that program planners should be aware of demographic variables when planning counseling programs. Further definitive research is recommended in order to investigate the college student counseling service needs.
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Fu, I.-Ping P. "Student Approaches to Learning Chinese Vocabulary." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/25955.

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This research focuses on the strategies that native English speakers use as they learn to speak and write Chinese vocabulary words in the first year of an elementary Chinese class. The main research question was: what strategies do native English-speaking beginning learners of Chinese use to learn Chinese vocabulary words in their speaking and writing? The study was conducted at a medium-sized comprehensive university in the Southeastern U.S. The study drew from concepts and theories in second language acquisition and psycholinguistic studies. A random sampling of four students was selected in their first year of Chinese study for qualitative analyses. Data were collected from demographic student surveys, reflection papers, interviews, observation and field notes, weekly diary of the students and Strategies Inventory for Language Learning (SILL). The conclusions from this study provide insight as to how students of this demographic approach the challenge of learning Chinese. From this study, a clear picture emerges that students use different strategies to learn Chinese. Some students respond better to sound while others are more visually based learners. However, in this study, students used combinations of audio, visual, and kinesthetic learning techniques. The tonality of spoken Chinese was one of the most difficult skills to master and this aspect of the language frustrated many students. This is a widely recognized problem with Chinese education. Nevertheless, students enjoyed the artistic nature of Chinese characters and for the most part enjoyed writing them. This element can be emphasized in Chinese instruction to motivate students and appeal to visual learners. Similarly, integrating instruction on Chinese culture into language classes made the Elementary Chinese curriculum more appealing to students. Using native Chinese speakers from the local community in the language curriculum, reinforced classroom instruction, made the instruction more relevant, and increased student interest. Encouraging students to attend Chinese cultural events in the community had many of the same positive benefits for students. The motivations for learning revealed in this study are very interesting and support earlier studies of Chinese learners. Personal and profession interests as well as a combination of both these factors were the most commonly cited reasons for learning Chinese. Maintaining proper motivation is a pivotal factor that determines the success of many elementary learners including the students in this study. When students lost their motivation, interest in the curriculum and learning declined as well. Teachers need to be aware of motivations and attempt to foster them in individual students in order to maximize the learning experience.
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Li, Mei. "Cross-border higher education of mainland Chinese students : Hong Kong and Macao in a globalizing market." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35762561.

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Zeng, Min. "The adaptation of Mainland Chinese research postgraduates to the Universities of Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3700685X.

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Wang, Changhua. "Friendship Patterns of Chinese Students and Their Adjustment in the United States." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1364.

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International students who experience difficulties in a new culture are often considered to have suffered a breakdown in their normal healthy psychological functioning, and therefore need therapy and counselling (Pedersen et al, 1976). This study views failure and problems experienced by the sojourner as a result of lack of the necessary new social skills and knowledge. Social networks, particularly friendships, are thus extremely important in that such networks are not only source of social support, but also major channels through which such skills and knowledge are acquired. Guided by social support theories and social skills theories, this study examines the following research questions through the survey and the interview with a sample of Chinese students at Northwest University I and five other universities across the United States. How is adjustment of Chinese students related to their friendship patterns? What are the friendship patterns of Chinese students? What are the primary functions of the friendship patterns of Chinese students? How is the degree of difficulty felt by Chinese students in different social situations related to their friendship patterns? How is social adjustment related to the degree of difficulty felt by Chinese students in different social situations? Some additional questions related to the five research questions were also addressed in this study. The study showed there were different functions for different friendship patterns among Chinese students. Despite different functions, friendships are very important for Chinese in their adjustment to the United States. However, students belonging to the bi-cultural friendship pattern were more satisfied with social as well as academic aspects of their life in this country than those who belong to the mono-cultural friendship pattern. Among different factors contributing to social adjustment, social skills account most for the variance of social adjustment among Chinese students. This study concluded with suggestions for forming institutional policies toward international students in American higher education, training of international students both at the home country and the host country, and advice to prospective international students, particularly Chinese students.
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Zheng, Yawen. "Behavioral Culture in the Chinese Language Classroom." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313666561.

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Jiao, Junhui. "Student aid policy of Chinese higher education /." Oslo : Pedagogisk forskningsinstitutt, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/pfi/2008/72091/Thesis-JunhuixJiao.pdf.

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Chen, Danyan. "Chinese Students’ Experience of Student-instructor Relationships at the University of Ottawa." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35735.

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Research shows that there is an increasing number of international students studying in universities and colleges in Canada, with China a top source country of international students. However, Chinese students’ experience studying in Canada has been rarely researched. Taking University of Ottawa as a case, this study explores the experience of Chinese students in terms of their relationships with instructors through a relational communication lens. Semi-structured in-depth interviews were conducted with Chinese first year students studying at the University of Ottawa to explore their experience of student-instructor relationships, to understand their overall experience of the student-instructor relationship, to identify the contributors and hindrances to the development of positive student-instructor relationships, and to explore the impact of such relationship on the students. Findings indicate that Chinese students experience different education and acculturation which influences their overall experience of student-instructor relationships. Teacher immediacy, rapport and classroom justice are factors that affect the development of such relationships, whose impact include both academic and social outcomes.
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Zhang, Minxuan. "Concepts of equity and policies for university student financial support Chinese reforms in an international context /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23295946.

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Books on the topic "Chinese student"

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Chinese student migration, gender and family. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2015.

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Kajanus, Anni. Chinese Student Migration, Gender and Family. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137509109.

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Dervin, Fred, ed. Chinese Educational Migration and Student-Teacher Mobilities. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137492913.

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Chen, Naijian. The experience of Chinese youth adjusting to Canadian education. Regina, SK: Saskatchewan School Trustees Association, 1996.

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Mickle, Kathryn M. The adaptation of Hong Kong students to Canada. [Toronto]: University of Toronto - York University, Joint Centre on Modern East Asia, 1985.

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Cen, Yuhao. Student Learning and Development in Chinese Higher Education. New York, NY : Routledge, 2016. | Series: Education: Routledge, 2016. http://dx.doi.org/10.4324/9781315695853.

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Orleans, Leo A. Chinese students in America: Policies, issues, and numbers. Washington, D.C: National Academy Press, 1988.

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Lee, Tak Yan, Daniel T. L. Shek, and Rachel C. F. Sun, eds. Student Well-Being in Chinese Adolescents in Hong Kong. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-582-2.

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Tiananmen moon: Inside the Chinese student uprising of 1989. Lanham: Rowman & Littlefield Publishers, 2009.

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Pang, Hongxing. Liu xue sheng: Overseas student. Beijing: Zuo jia chu ban she, 2013.

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Book chapters on the topic "Chinese student"

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Arincheva, Daria A., Alexander V. Pantsov, and Steven I. Levine. "Student Factional Struggles." In The Kremlin's Chinese Advance Guard, 128–66. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003343370-7.

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Zhang, Yu, Yang Liu, and Hamish Coates. "Student experiences." In A Turning Point for Chinese Higher Education, 57–72. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003257752-8.

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Hong, Ying-yi. "Chinese Students’ and Teachers’ Inferences of Effort and Ability." In Student Motivation, 105–20. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1273-8_6.

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Kirkpatrick, Robert. "Hepatitis in a Chinese Student." In Contemporary Internal Medicine, 216–26. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4615-6713-4_18.

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Shi, Kan, Peng Wang, Wenzhong Wang, Yantao Zuo, Dawei Liu, Martin L. Maehr, Xiaotong Mu, Lisa Linnenbrink, and Lidi Hruda. "Goals and Motivation of Chinese Students — Testing the Adaptive Learning Model." In Student Motivation, 249–70. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1273-8_12.

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Luegenbiehl, Heinz C. "Chinese Student Perceptions of Engineering Ethics." In Philosophy of Engineering, East and West, 237–45. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-62450-1_20.

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Guo, Fei, Juanjuan Liu, and Liang Li. "Student Support and Services in Chinese Higher Education Institutions: Practices and Impacts." In Student Support Services, 1–31. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_45-1.

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Kajanus, Anni. "Conclusion — Women’s Power in the Chinese Family." In Chinese Student Migration, Gender and Family, 167–73. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137509109_8.

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Pan, Guangdan. "Evaluation of Chinese Student Fraternities in America." In Socio-biological Implications of Confucianism, 11–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44575-4_2.

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Sheehan, Matt. "Who Loses from Restricting Chinese Student Visas?" In China's Economic Arrival, 39–47. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2275-8_4.

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Conference papers on the topic "Chinese student"

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Chow, Marisa. "Argument Identification in Chinese Editorials." In Proceedings of the NAACL Student Research Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/n16-2003.

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Lu, Xiaofei. "Hybrid methods for POS guessing of Chinese unknown words." In the ACL Student Research Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1628960.1628962.

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Yuan, Caixia, Fuji Ren, and Xiaojie Wang. "Accurate learning for Chinese function tags from minimal features." In the ACL-IJCNLP 2009 Student Research Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1667884.1667893.

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Yang, Wei, Jinghui Yan, and Yves Lepage. "Extraction of Bilingual Technical Terms for Chinese-Japanese Patent Translation." In Proceedings of the NAACL Student Research Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/n16-2012.

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Huang, Zh. "COMPARATIVE ADVANTAGE OF CHINESE SYSTEM OF INTERNATIONAL STUDENT EDUCATION IN THE GLOBAL MARKET." In STATE AND DEVELOPMENT PROSPECTS OF AGRIBUSINESS. DSTU-PRINT, 2020. http://dx.doi.org/10.23947/interagro.2020.1.313-317.

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As a part of the global market, Chinese international student education has made a great contribution to its economic prosperity. This paper analyses the comparative advantage and reveals the prospect of Chinese international student education in the global market.
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Belyaeva, Ekaterina. "AXIOLOGICAL ASPECTS OF THE SOCIO-CULTURAL INTERACTION OF RUSSIAN AND CHINESE STUDENTS IN THE EDUCATIONAL SPACE OF THE RUSSIAN UNIVERSITIES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2018. http://dx.doi.org/10.32008/nordsci2019/b1/v2/24.

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The development of cultural ties and cooperation between Russia and China in the field of education correlates with the current strategy of internationalization of Russian universities. Many Russian universities today tend to develop partnerships with Chinese universities. In particular, the number of Chinese students studying in Russian universities constantly increases; academic exchange programs are successfully implemented, the number of scientific contacts between representatives of universities of the two countries grows. The implementation of such cooperation is accompanied by problems of social and cultural interaction in the field of education of Russian and Chinese students. The general purpose of the study was to identify the axiological component in the interaction of Russian and Chinese students in the space of the Russian university. Chinese students who study in Yekaterinburg universities (390 people), Russian students who study/live with Chinese (500 people), 10 Chinese experts, 10 Russian experts in the field of education in Russia and China were interviewed. The results suggest that the Russian students find the values of hedonistic nature – love and pleasure – to be more important than the Chinese ones, while the Chinese students consider study and personal security to be most important (and this is determined by the goals of coming to Russia and the conditions of staying in the territory of a foreign country). Nevertheless, it cannot be said that the values of students from the Russian Federation and the People’s Republic of China differ radically and may interfere with the productive socio-cultural interaction between them. Besides, the great importance of such values as world peace and love of country for Chinese students can be the basis for attracting them to participate in the activities of patriotic and cultural student associations that already exist in the Ural universities. The practical significance of the results obtained is that the identified problems of socio-cultural interaction between Chinese and Russian students make it possible to develop technologies for optimizing the socio-cultural interaction of foreign students in Russian universities, which is especially important in the initial stages of their education in Russia. Among the recommendations for optimizing the process of entering Chinese students into Russian universities (in addition to Russian language classes) are joint Russian-Chinese leisure and holiday events, joint social student associations (volunteering, tourism, music, etc.), excursion programs aimed at acquaintance with the culture of the host country, the joint interaction of Russian and Chinese students in social networks and messenger apps.
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Lee, Chin Poo, Chi Yeong Tan, Kian Ming Lim, and Siti Fatimah Abdul Razak. "Flash it read it: A Chinese character flashcard recognizer." In 2015 IEEE Student Conference on Research and Development (SCOReD). IEEE, 2015. http://dx.doi.org/10.1109/scored.2015.7449425.

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Tian, Yan. "Online Automated Assessment of Student English-Chinese Translation." In 2009 WRI World Congress on Computer Science and Information Engineering. IEEE, 2009. http://dx.doi.org/10.1109/csie.2009.785.

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Zagibalov, Taras. "Kinds of features for Chinese opinionated information retrieval." In the 45th Annual Meeting of the ACL: Student Research Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1557835.1557843.

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Yung, Frances. "Towards a discourse relation-aware approach for Chinese-English machine translation." In Proceedings of the ACL 2014 Student Research Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/p14-3003.

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Reports on the topic "Chinese student"

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Pia, Alex. Preferred perceptual learning styles of Chinese students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5802.

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Lin, Li-ching. Teaching English Grapheme-Phoneme Correspondences to Chinese Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6903.

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Zwetsloot, Remco, Ryan Fedasiuk, and Emily Weinstein. Assessing the Scope of U.S. Visa Restrictions on Chinese Students. Center for Security and Emerging Technology, February 2021. http://dx.doi.org/10.51593/20200076.

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In May 2020, the White House announced it would deny visas to Chinese graduate students and researchers who are affiliated with organizations that implement or support China’s military-civil fusion strategy. The authors discuss several ways this policy might be implemented. Based on Chinese and U.S. policy documents and data sources, they estimate that between three and five thousand Chinese students might be prevented from entering U.S. graduate programs each year.
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Feldgoise, Jacob, and Remco Zwetsloot. Estimating the Number of Chinese STEM Students in the United States. Center for Security and Emerging Technology, October 2020. http://dx.doi.org/10.51593/20200023.

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In recent years, concern has grown about the risks of Chinese nationals studying science, technology, engineering and mathematics (STEM) subjects at U.S. universities. This data brief estimates the number of Chinese students in the United States in detail, according to their fields of study and degree level. Among its findings: Chinese nationals comprise 16 percent of all graduate STEM students and 2 percent of undergraduate STEM students, lower proportions than were previously suggested in U.S. government reports.
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Hu, Terry. Adjustment Problems of Chinese College Students in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1722.

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Tsai, Jillian. Teaching Phonetic-ideograph Rules to English Speaking Students of Chinese. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7202.

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Au, Kim. Economic Coping Patterns of Chinese Foreign Students in Portland State University. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1809.

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Wang, Xiaohang, and Quzhi Liu. Prevalence of anxiety symptoms among Chinese university students amid the COVID-19 pandemic: a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0104.

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Abstract:
Review question / Objective: The prevalence of anxiety disorders among Chinese college students during the COVID-19 epidemic. Eligibility criteria: The inclusion criteria for eligible studies are: (a) The prevalence of anxiety symptoms is reported in the article (b) The subjects of the study are Chinese college students, including overseas Chinese students (c) Anxiety symptoms are measured with standardized measurement tools (d) All studies It was carried out during the COVID-19 epidemic. We excluded the participants from non-Chinese college students, a mixed study that did not separately report the results of a group of college students, and a study that did not use standardized test tools for anxiety.
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9

Douglas, Grace, Diana Saiki, Mickala Ritter, and Jay Kandiah. Effects of Stress on Dressing and Eating Behaviors of Chinese Female Students. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-97.

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10

Su, Jin, Sun Sun, and Xiao Tong. How Chinese College Students Perceive Fast Fashion Brands: A Brand Personality Approach. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1479.

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