Coping with culture shock: a study of stressors, adjustments and stereotypes among chinese students at bangkok university

Coping resource on stressors and problems in culture shock

Culture-specific knowledge and skills provide the foundation for effective intercultural interactions; they can also facilitate psychological adaptation to new sociocultural environments (Ward, Bochner, & Furnham, 2001). One route to knowledge and skills acquisition is through prior experience (Ward, Bochner, & Furnham, 2001).
Klineberg and Hull (1979) found that foreign students who had previously resided abroad were significantly better adjusted during their subsequent cross-cultural sojourns.
Another avenue for culture learning is through training and educational programmes (Ward, Bochner, & Furnham, 2001). Along these lines, Deshpande and Viswesvaran’s (1992) review and meta-analysis documented the positive effects of cross-cultural training on self-development (psychological well-being, increased self-confidence), interpersonal skills (in interaction with host nationals), cognitive skills (better understanding of host social systems and values), adjustability (the development of expected behaviors in a new culture), and work performance.

Moreover, adequate communication has been regarded by many as the key component of intercultural effectiveness (Gudykunst and Hammer, 1988; McGuire and McDermott, 1988).

Certainly, a number of studies have linked language fluency to psychological well-being, adjustment and general satisfaction (e.g. Gullahorn and Gullahorn, 1966; Sewell and Davidsen, 1961). Ying and Liese (1991) found lower levels of depression in US-based Taiwanese students who had good English language skills. Decreased psychological and psychosomatic symptoms in Laotian refugees and Indian immigrants in the United States (Krishman and Berry, 1992; Nicassio et al., 1986) and in Greek Cypriot immigrants to the United Kingdom (Mavreas and Bebbington, 1990) have also been observed in those more fluent in English. Furthermore, some studies found an

inverse relationship between linguistic ability and psychological satisfaction or well- being (Ward, Bochner, & Furnham, 2001). It indicates that the significance of personal and situational factors and considers the interaction of at least three variables: language fluency, expectations, and host’ reaction (Ward, Bochner, & Furnham, 2001).

Despite the occasional exception, the acquisition and maintenance of culture- specific skills facilitate cross-cultural adaptation and are positively related to psychological well-being (e.g. Scott and Scott, 1991). Bryant and Argyle (1978) linked the social skills domain with the psychology of adjustment by noting that certain forms of adaptation difficulties can be caused or exacerbated by the lack of social competence.
They also commented on the reciprocal relationship between the two domains, with social inadequacy leading to isolation and psychological disturbance as well as psychological distress affecting behavior, including an array of social skills and interactions (Bryant and Argyle, 1978).

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