Relevant bibliographies by topics / Chinese students – Australia – Psychology

Academic literature on the topic 'Chinese students – Australia – Psychology'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Chinese students – Australia – Psychology"

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Barrett, Paula M., Robi Sonderegger, and Noleen L. Sonderegger. "Assessment of Child and Adolescent Migrants to Australia: A Crosscultural Comparison." Behaviour Change 19, no. 4 (December 1, 2002): 220–35. http://dx.doi.org/10.1375/bech.19.4.220.

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AbstractThis study examines whether young migrants, differentiated by cultural background, (a) vary in their experience of cultural adjustment, emotional distress, levels of self-esteem, and coping ability, and (b) how they compare with Australian students on measures of self-esteem and coping ability. One hundred and seventy-three students differentiated by cultural origin (former-Yugoslavian, Chinese, Mixed-culture, and Australian) and school level (primary and high school) were recruited at random from public schools in South East Queensland. Students completed measures of cultural adjustment (Bicultural Involvement Questionnaire), anxiety and trauma (Revised Children's Manifest Anxiety Scale, Trauma Symptom Checklist), self-esteem (Coopersmith Self-Esteem Inventory, Rosenberg Self-Esteem Scale), and coping ability (Coping Scale for Children and Adolescents). The main findings from this study indicate that culturally diverse groups residing in Australia vary in their experience of cultural adaptation, level of self-esteem, and symptoms of emotional distress, illustrating culture-specific strengths and weaknesses among young non-English speaking (NESB) students. This study reveals information on how culturally diverse migrants acculturate, the type and severity of symptoms they experience, and their capacity to cope in stressful situations. The need for culture-specific early intervention and prevention programs is discussed.
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Huang, Lanxi, Margaret L. Kern, and Lindsay G. Oades. "Experiences of Chinese international students living in Australia: Wellbeing from "we" to "me"." International Journal of Wellbeing 12, no. 3 (October 1, 2022): 81–100. http://dx.doi.org/10.5502/ijw.v12i3.1915.

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Whilst there is evidence of subjective wellbeing being related to academic success, good performance within and beyond university, degree attainment, and positive subsequent physical, mental, economic, and social outcomes in the university student population, less is known on how different student populations perceive, experience, and cultivate wellbeing. The current study explored the perspectives and experiences of one such population: Chinese international students at several universities across Australia. Semi-structured interviews with 30 students indicated that participants mainly experienced wellbeing through experiences of competence, feeling supported by family and friends, low levels of pressure, and giving to others. Almost half of the participants believed that people around them had low wellbeing. Students indicated drawing upon intrapersonal activities as the primary pathway to support their own wellbeing, whereas they pointed to interpersonal activities to support other’s wellbeing. The findings show the mismatch between students’ wellbeing experiences and pathways, shed light on understanding students’ wellbeing in the higher education context, and identify some of the contextual and cultural factors that contribute to wellbeing experiences and pathways. Implications for interculturally nuanced approaches to understanding and supporting wellbeing are considered
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Leung, Kim Chau, Herbert W. Marsh, Rhonda G. Craven, and Adel S. Abduljabbar. "Measurement Invariance of the Self-Description Questionnaire II in a Chinese Sample." European Journal of Psychological Assessment 32, no. 2 (April 2016): 128–39. http://dx.doi.org/10.1027/1015-5759/a000242.

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Abstract. Studies on the construct validity of the Self-Description Questionnaire II (SDQII) have not compared the factor structure between the English and Chinese versions of the SDQII. By using rigorous multiple group comparison procedures based upon confirmatory factor analysis (CFA) of measurement invariance, the present study examined the responses of Australian high school students (N = 302) and Chinese high school students (N = 322) using the English and Chinese versions of the SDQII, respectively. CFA provided strong evidence that the factor structure (factor loading and item intercept) of the Chinese version of the SDQII in comparison to responses to the English version of the SDQII is invariant, therefore it allows researchers to confidently utilize both the English and Chinese versions of the SDQII with Chinese and Australian samples separately and cross-culturally.
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Zhang, Hongzhi, Philip Wing Keung Chan, and Yu Tim God. "How Can We Better Understand and Support International Students at Australian Schools? A Case Study of Chinese Learners." Education Sciences 11, no. 12 (December 13, 2021): 807. http://dx.doi.org/10.3390/educsci11120807.

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Despite the rapid increase in international students in the education sector, this area remains an under-researched. In Australia, many schools welcome international learners, but are also aware that the support they can offer cannot fully address the student’s needs. Drawing on surveys (n = 51) and focus group interviews (n = 16), this case study considers how Chinese international students at four Australian schools understand their everyday experiences. The findings show that students learn and socialise in ways that make sense to them, based on their observations and interpretations of everyday events. Although the support from the school, teachers, and local peers were appreciated, they did not completely solve students’ problems, nor were they necessarily interpreted and accepted by our participants as intended. It is important for educators to develop a more nuanced understanding of the challenges faced by international students in everyday life, and the kind of support that the students need.
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Hornsey, Matthew, and Cynthia Gallois. "The Impact of Interpersonal and Intergroup Communication Accommodation on Perceptions of Chinese Students in Australia." Journal of Language and Social Psychology 17, no. 3 (September 1998): 323–47. http://dx.doi.org/10.1177/0261927x9801700303.

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Zheng, Wu Yi, Michael Walker, and Alex Blaszczynski. "Mahjong and Problem Gambling in Sydney: An Exploratory Study with Chinese Australians." Journal of Gambling Issues, no. 25 (June 1, 2011): 24. http://dx.doi.org/10.4309/jgi.2011.25.3.

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Gambling is accepted as an integral part of Chinese cultural heritage. Epidemiological and clinical studies indicate that problem gambling rates among Chinese community members residing in Western countries are substantially higher (2.1-2.9%) compared with those reported for mainstream populations (0.5-1.7%). However, these studies failed to differentiate culturally specific forms of gambling and their association with problem gambling within Chinese samples. Thus, it is not possible to determine if, or what proportion of, Chinese problem gamblers exhibit a propensity to experience problems with culturally specific, as opposed to mainstream, forms of gambling. Mahjong, a popular game deeply entrenched in Chinese tradition, is played among peers and family members. In a recent study conducted by Zheng, Walker, and Blaszczynski (2008), high rates of Mahjong-associated problem gambling were found in a sample of Chinese international students attending language schools and universities in Sydney, Australia. The aim of the current study was to explore the extent of Mahjong-associated problem gambling in a broader community sample of Chinese Australians. Results showed that in a sample of 229 respondents, males and those 35 years or older were more likely to gamble on Mahjong and that 3.1% met the Canadian Problem Gambling Severity Index criteria for Mahjong problem gambling.
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Barrett, Paula M., Robi Sonderegger, and Noleen L. Sonderegger. "Evaluation of an Anxiety-prevention and Positive-coping Program (FRIENDS) for Children and Adolescents of Non-English-speaking Background." Behaviour Change 18, no. 2 (June 1, 2001): 78–91. http://dx.doi.org/10.1375/bech.18.2.78.

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AbstractThis study aimed to (a) appraise the efficacy of a well validated Anglo-Australian anxiety-prevention and stress-resiliency program (FRIENDS) for use with culturally diverse migrant groups residing in Australia, (b) examine the social validity of FRIENDS, and (c) obtain information from both participants and facilitators regarding how the program can best be modified for specific use with non-English-speaking background (NESB) clients. To test the efficacy of the intervention, pre- and post-intervention evaluation of internalising symptoms and coping ability were compared with waiting-list control groups (matched according to ethnic group, gender, and school level). One hundred and six primary and ninety-eight high school students differentiated by cultural origin (former-Yugoslavian, Chinese, and mixed-ethnic) and school level (primary and high school), completed standardised measures of internalising symptoms and were allocated to either an intervention (n = 121) or a waiting-list (n = 83) condition. Both groups were readministered the assessment package for comparison following a 10-week treatment or waiting period. Consistent with a recent pilot study, pre/post-assessment indicated that participants in the intervention condition exhibited lower anxiety and a more positive future outlook than waiting-list participants. Participating students reported to be highly satisfied with the intervention. Despite the overall success of FRIENDS, the program may be enhanced by culturally sensitive supplements so that the program is more applicable for use with NESB participants. Suggestions for treatment program modifications of FRIENDS are discussed.
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Tanzer, Norbert K. "Cross-Cultural Bias in Likert-Type Inventories: Perfect Matching Factor Structures and Still Biased?" European Journal of Psychological Assessment 11, no. 3 (September 1995): 194–201. http://dx.doi.org/10.1027/1015-5759.11.3.194.

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The academic self-concept, measured by the Reading self-concept scale and the Math self-concept scale of the “Self-Description-Questionnaire I” (SDQ-I; Marsh, 1988 ), of Singaporean Chinese sixth-graders (600 boys and 600 girls) was compared to those of a sample of 1200 Australian students of the same age and gender composition drawn from the SDQ-I calibration sample. As the Singaporeans were fluent in English, the original English scale was used so as to avoid possible translation bias. Each scale consists of four interest items, two competence items, and two task-easiness items. Subjects answered all items on a five-point rating scale ranging from “false” to “true.” Although the factor structure of the Singaporean Chinese resembled closely those of their Australian counterparts, substantial cross-cultural bias emerged between interest items and competence/easiness items when treated as a single scale. This is because Singaporean students as compared to the Australians were more reluctant to agree to items with self-praise connotation. In addition, cross-cultural differences were found in the psychological meaning of the rating categories.
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Redfern, Kylie. "An empirical investigation of the incidence of negative psychological symptoms among Chinese international students at an Australian university." Australian Journal of Psychology 68, no. 4 (October 30, 2015): 281–89. http://dx.doi.org/10.1111/ajpy.12106.

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Kern, Margaret L., Guang Zeng, Hanchao Hou, and Kaiping Peng. "The Chinese Version of the EPOCH Measure of Adolescent Well-Being: Testing Cross-Cultural Measurement Invariance." Journal of Psychoeducational Assessment 37, no. 6 (July 28, 2018): 757–69. http://dx.doi.org/10.1177/0734282918789561.

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Recent decades have brought growing interest in understanding and measuring psychological well-being. Although multiple measures of well-being exist, most were developed with Western populations. The current study tested the factor structure of a Chinese translation of the engagement, perseverance, optimism, connectedness and happiness (EPOCH) Measure of Adolescent Well-Being with 3,629 Chinese students (1,980 males, 1,649 females), and tested measurement invariance. The five-factor structure of the model was supported, and the model was invariant across age and gender. Combined with data from 2,041 American and 1,057 Australian adolescents, measurement invariance across cultures was supported for factor loadings but not intercepts or residuals. Results suggest that the factor structure is adequate across cultures, but the mean scores should not be directly compared. The findings support the EPOCH measure as an adequate scale, raise questions about different modeling decisions, and inform culturally sensitive approaches to comparing positive psychological variables across cultures.
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Dissertations / Theses on the topic "Chinese students – Australia – Psychology"

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Chan, Ngai-man, and 陳毅文. "Epistemological beliefs and critical thinking among Chinese students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B3794325X.

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Chan, Ngai-man. "Epistemological beliefs and critical thinking among Chinese students." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B3794325X.

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Lee, Sammy. "Self-reported embarrassment between Chinese, Chinese American, and Caucasian American college students." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186552.

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One purpose of this study was to determine if there were any differences in embarrassment between Chinese, Chinese American, and Caucasian American college students. A related purpose was to determine if there were any behavioral characteristics associated with embarrassment among the three groups. A total of 137 college students were given the Embarrassment Questionnaire (Modigliani, 1966) and the revised California Psychological Inventory (CPI; Gough, 1987). Three hypotheses were tested. The first: that there was no significant difference on the embarrassment questionnaire mean score between the three groups. The second: that there was no commonality in the kinds of embarrassing situations experienced by the three groups. The third: that there was no significant difference between the three groups in behavioral characteristics as measured by the CPI. The first hypothesis was tested using ANOVA. The three groups' mean scores on the embarrassment questionnaire were significantly different at the.05 level. The Chinese Americans were the least embarrassable. The Chinese were in the middle and the Caucasian Americans were the most embarrassable. This result may be related to how open or guarded the subjects were in responding to the questionnaire. The second hypothesis was tested using factor analysis. Because of the small sub-samples and the resulting factors accounting for 11% of the variance, it was concluded that there was no commonality in the kinds of embarrassing situations experienced by the three groups. With the third hypothesis ANOVA was used to test the significance of the differences between the three groups on the twenty scales of the revised CPI. The results suggest that the variance among the three groups was due to factors other than ethnicity.
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Ng, Man-ching, and 吳文青. "Hope among the Chinese students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3030037X.

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Hoi, Mandy. "Self-perception, level of accultural and psychological adjustment in Chinese college students." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/461.

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Global self-worth -- Sense of competence -- Acculturation -- Psychological adjustment -- Self-Perception Profile for College Students -- Multicultural Acculturation Scale -- Hopkins Symptom Checklist (HSCL) -- One-way MANOVA.
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Mak, Winfred. "The positive psychology of Chinese students learning English at UK universities." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/15516/.

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The main aim of the study was to investigate the relationship between positive psychology (PP) variables, namely, self-regulation, mindset, psychological well-being and psychological adjustment, in a sample of Chinese master’s students studying in the UK on the one hand, and the English language learning activities in social and educational settings that they reported using to improve their English language proficiency on the other hand; and how the scores on the variables and the relationships between the variables changed between the beginning of the academic year (time 1) and mid-way through the academic year (time 2). A mixed-method research approach was adopted. Questionnaire and interview data were collected at time 1 (T1) and time 2 (T2). 152 and 167 participants completed questionnaires at T1 and T2 respectively, and face-to-face interviews were conducted concurrently with sixteen and fourteen participants at T1 and T2 respectively. SPSS and NVivo were the statistical tools used for questionnaire and interview data analyses. Analyses of the data indicated that there was a significant decrease in growth mindset and psychological adjustment scores (p<0.01) between T1 and T2. Concerning English language learning activities, there was a significant increase in scores of ‘I join social activities where English is used’; and a significant decrease in scores of ‘I keep a notebook of new vocabulary that I have learned’ between T1 and T2. Regarding perceived language proficiency, however, there were no significant score changes between T1 and T2. In terms of the relationship between scores of PP variables and English language learning activities, more correlations (≧0.2) were found at T2 than T1. Similarly, more correlations (≧0.2) were found between scores of PP variables and perceived language proficiency at T2 than that at T1. In conclusion, this study contributes to our understanding of the complex relationship between PP variables and language learning activities.
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簡潔枝 and Kit-chi Alice Kan. "The internal structure of the self description questionnaire: a Malaysian investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956427.

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Hou, Dadong. "Students' conceptions of learning and their correspondence to learning in western universities: a study of Chinese graduate students." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66692.

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This mixed-methods study explored Chinese graduate students' conceptions of learning, and the correspondence between conceptions of learning, and their learning experiences in universities in the United Kingdom (UK) and Canada. In particular, this study shows how the conceptions of learning developed in a Chinese educational context correspond to the challenges of their graduate study in western universities inside and outside the classroom, and to the strategies they used to deal with those challenges. A survey of conceptions of learning was administered to 107 mainland Chinese students who had completed their undergraduate studies in mainland China by using the revised Conceptions of Learning Inventory (COLI) (Purdie & Hattie, 2002). Among them, 44 had only studied in universities in China and 63 were either currently studying or had recently concluded their graduate studies in the UK or Canada. A purposeful sample of 20 graduate students, ten from the UK and ten from Canada, was obtained from the previously sampled pool of 63 people who were studying or had completed graduate studies in western settings for an in-depth interview. A MANOVA was performed to test the differences in conceptions of learning between those who did and those who did not study at a western university, based on the subscales of the COLI. No significant differences were detected between the two groups on any of the subscales except learning as the development of the social competency subscale. The interview results identified ten categories of conceptions of learning, and all participants held multiple conceptions of learning rather than just a single conception. The challenges and adjustment strategies that Chinese students have while studying at a western university are associated with how they view learning. The variations in the challenges that Chinese students encounter during their study in western universities are associa
Cette étude multi-méthode explore les concepts d'apprentissage des étudiants chinois des deuxième et troisième cycles, et aussi la correspondance entre leurs concepts d'apprentissage et leurs expériences d'apprentissage dans les universités du Royaume Uni et du Canada. En particulier, cette étude examine comment ces concepts d'apprentissage développés dans un contexte chinois d'éducation correspondent aux défis que les étudiants des deuxième et troisième cycles rencontrent dans les universités de l'Ouest, en classe et hors de classe, et aux stratégies qu'ils ont utilisées afin d'affronter ces défis.Un sondage des concepts d'apprentissage a été fait auprès de 107 étudiants chinois de la République de Chine qui avaient gradué de leurs études de premier cycle en Chine, en utilisant le Conceptions of Learning Inventory (COLI) révisé (Purdie & Hattie, 2002). Quarante-quatre entre eux avaient étudié uniquement en Chine, et 63 étaient en train de terminer ou avaient récemment terminé leurs études de deuxième ou troisième cycle au Royaume Uni ou au Canada. De ce groupe de 63 étudiants, un nombre déterminé (purposeful sample) de 20 étudiants, soit 10 du Royaume Uni et 10 du Canada, était choisi pour une investigation plus approfondie. Une analyse MANOVA, basée sur les tests de COLI, était faite afin de déterminer les différences entre les concepts d'apprentissage des étudiants qui avaient étudié dans une université occidentale, et ceux qui n'avaient étudié qu'en Chine. Il n'y avait pas de différences significatives entre les deux groupes dans aucune de ces catégories de tests sauf dans la catégorie learning as development of social competency. Les résultats de l'investigation ont permis d'identifier dix catégories de concepts d'apprentissage, et tous les participants entretenaient plusieurs concepts d'apprentissage au lieu d'un seul concept. Les défis et st
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Song, Zhi Ying. "Relations between optimism, stress and health in Chinese and American students." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280388.

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Previous research indicates that optimism may have considerable positive effects on mental and physical health. However, only a few previous studies have explored differential effects of optimism on health and none have examined the effects of different levels of optimism. This study supports the importance of optimism on health in a sample of 238 Chinese college students and 206 American college students. Comparative results indicated that there were significant differences on measures of two levels of optimism, pessimism, and indicators of health. In general, American students were found to express more dispositional optimistic belief, better mental health, and lower state and trait stress levels than Chinese students. However, there was no difference in the level of explanatory optimism. In addition, there was no significant difference between Chinese subjects' scores of overall health and American students' scores. Chinese students demonstrate a "middle optimism" style. In addition, both optimistic styles in this study were found to be significantly related to stressful states measured by State Anxiety (Y1) Scale and Trait Anxiety Scale (Y2) in Chinese students. In contrast, in American samples, only the dispositional optimism, the big optimism, was found significantly but negatively related to the trait stress. In this study, the association between optimism and health---either little or big optimism---were not different between the two cultures, while the association between optimism and stress was quite different between the two cultures. In the Chinese students, the association between big optimism and stress was stronger than in the American students. Both moderate and mediate models were tested to clarify some of the mechanism among culture, gender, optimism/pessimism, stress and health. Culture was moderating the relation between optimism (big vs. little optimism) and three health components. Gender on the other hand, had no moderating effect in the relationship of big vs. little optimism/pessimism on any health outcomes. The prediction that stress is the moderator in the prediction of optimism on health was not supported in both cultural groups. However, either big or little optimism were found fully mediated by state or trait stress on overall health conditions as well as the physical and mental health, except that the little optimism was not found to be related to mental health. Among the American students, on the other hand, optimism as dominate predictor directly effected reports of health. Stress was not found to be a mediator in the predictive relationship of optimism and health in the American students.
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Han, Ying. "Parenting Styles, Academic Motivation and Performance - Academically Successful Mainland Chinese Students' Perspectives." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1595325130158061.

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Books on the topic "Chinese students – Australia – Psychology"

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Fan, Weiqiao. Intellectual styles among Chinese university students. Beijing: University of Science and Technology of China Press, 2011.

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Carrington, Victoria. Rethinking middle years: Early adolescents, schooling and digital culture. Crows Nest, NSW: Allen & Unwin, 2006.

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Modeling of parenting style, achievement variables, and learning approaches: Hong Kong Chinese and Anglo-Australian perspectives. Hauppauge, N.Y: Nova Science Publisher's, 2011.

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Zhongguo gao zhong sheng xin li jian kang su zhi diao cha: Report on Chinese senior school students' mental health diathesis. Beijing: Beijing shi fan da xue chu ban she, 2009.

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Crossing borders: International women students in American higher education. Lanham: University Press of America, 2009.

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Ji, Yuanhong. Nitchū hikaku ni yoru ibunka tekiō no jissai. Hirosima-shi: Keisuisha, 2003.

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The ancestor game. St. Leonards, NSW: Allen & Unwin, 2000.

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Ku, Cha-ŏk. Han-Chung yang kungmin'gan uho chŏngsŏ chŏhae wŏnin yŏn'gu: Kungnae ch'eryu Chunggugin yuhaksaeng silt'ae chosa rŭl chungsim ŭro. Sŏul: Han'guk Kyoyuk Kaebarwŏn, 2010.

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Jia, Gao. Chinese Activism of a Different Kind: The Chinese Students' Campaign to Stay in Australia. BRILL, 2013.

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Jia, Gao. Chinese Activism of a Different Kind: The Chinese Students' Campaign to Stay in Australia. BRILL, 2013.

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Book chapters on the topic "Chinese students – Australia – Psychology"

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Qu, Mingxin. "Chinese International Students’ Experience: Integration or Inclusion?" In Transcultural Connections: Australia and China, 127–41. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5028-4_8.

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Minas, Harry. "Mental Health of Chinese Immigrants in Australia." In International and Cultural Psychology, 225–43. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65161-9_16.

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Edwards, Sue, Lorolei White, Edith Wright, and Monica Thielking. "School Psychological Practice with Indigenous Students in Remote Australia." In Handbook of Australian School Psychology, 39–64. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45166-4_3.

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Sonnenschein, Katrine. "Career Goals of Chinese International Tourism and Hospitality Students in Australia." In Tourism Education and Asia, 177–91. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2613-4_11.

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Tao, Vivienne Y. K. "Understanding Chinese Students’ Achievement Patterns: Perspectives from Social-Oriented Achievement Motivation." In The Psychology of Asian Learners, 621–34. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-576-1_38.

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Yu, Baohua. "Traveling a Thousand Miles: Determinants of Cross-Cultural Adaptation of Asian Students in Australia." In The Psychology of Asian Learners, 441–57. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-576-1_27.

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Xie, Qiuzhi. "The Predictive Power of Psychological Types for Learning Approaches Among Chinese University Students." In The Psychology of Asian Learners, 189–201. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-576-1_12.

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Yeung, Alexander Seeshing, Feifei Han, and Frances Lai Mui Lee. "Reciprocal Relations Between Chinese Students’ Beliefs of Competence, Effort Goal, and Academic Achievement." In The Psychology of Asian Learners, 319–35. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-576-1_20.

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Xu, Xing, Hing Wa Sit, and Shen Chen. "Metaphor Analysis of International Doctoral Students’ Learning Experiences—A Case Study of Chinese Doctoral Students in Australia." In Learning Environment and Design, 49–66. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8167-0_4.

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Dong, Ya Ting, Allan B. I. Bernardo, and Charles M. Zaroff. "Stress, Positive Psychological Resources, and Mental Health of Migrant Chinese Postgraduate Students in Macau." In The Psychology of Asian Learners, 471–84. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-576-1_29.

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Conference papers on the topic "Chinese students – Australia – Psychology"

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Taylor, Jennyfer Lawrence, Jessica Tsimeris, XuanYing Zhu, Duncan Stevenson, and Tom Gedeon. "Observations from Teaching HCI to Chinese Students in Australia." In CHI '15: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2776888.2780366.

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Chew, Peter K. H., and Denise B. Dillon. "Psychometric Properties of the Statistical Anxiety Scale Among Students In Singapore and Australia." In Annual International Conference on Cognitive and Behavioral Psychology (CBP 2014). GSTF, 2014. http://dx.doi.org/10.5176/2251-1865_cbp14.05.

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Yang, Zonghan, Con Nikakis, and Lin Tang. "A comparison between Chinese and Australia background students’ performance in NMIT." In 2015-1st International Symposium on Social Science. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/isss-15.2015.57.

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Pilishvili, Tatiana S. "Stress Resistance And Temporal Perspective Of Chinese And Russian Students." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.28.

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Korovina, Svetlana. "Effective Tools To Integrate Chinese Students Into Esl Learning Process." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.2.

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Wang, Zemei (Jasmine). "Chinese International Secondary School Students’ Adjustment Challenges in Canadian Schools." In 13th International Conference on Education and Educational Psychology. European Publisher, 2022. http://dx.doi.org/10.15405/epiceepsy.22123.10.

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"Re-consideration of the Cultivation of Chinese College Students’ Critical Thinking." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.191.

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Kim, Daeyoung, and Shanton Chang. "The use of WeChat in higher education: Investigation of Chinese students in Australia." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0133.

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Abstract:
With the increasing popularity of social technologies, many Chinese students use WeChat for their studies in Australia. However, there have been limited studies about how students effectively use WeChat for their academic activities and the impacts on students' academic achievements. Therefore, this study focuses on the relationship between WeChat usage and academic activities of university students in Australia. Using a modified Delphi technique, we conducted three online focus groups of 16 university students who had an experience of WeChat. A thematic analysis revealed that the usage of WeChat could impact their academic performance, and many international students had challenges to be familiarised with a new digital environment in Australia. The findings contribute to much clear understanding of how students utilise WeChat for academic activities to provide a better usage of social media for university students.
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Pereira, Cristina Maria Gonçalves. "Cognitive And Motivational Constructs In Portuguese And Chinese Students: An Exploratory Case Study." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.37.

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Wu, Jiarong. "An investigation and research on influencing factors of college students’ physical exercise." In 2016 2nd Chinese Youth’s Health Forum – Physiology, Psychology and Education. Asian Academic Press Co., Limited, 2017. http://dx.doi.org/10.24104/rmhe/2017.01.01003.

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