Parent-child communication and psychological wellbeing: Exploring the experiences of first-year Chinese international students at a UK university.
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| Title: | Parent-child communication and psychological wellbeing: Exploring the experiences of first-year Chinese international students at a UK university. |
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| Authors: | Bao, Menglong (AUTHOR), Waldeck, Daniel (AUTHOR), Holliman, Andrew (AUTHOR) |
| Source: | Psychology of Education Review. Spring2025, Vol. 49 Issue 1, p59-69. 11p. |
| Subjects: | Chinese students in foreign countries, Foreign study, College student adjustment, Acculturation, Overpressure (Education) |
| Abstract: | First-year Chinese international students (CIS) face significant mental health challenges due to acculturative stress, language barriers, and academic pressures. Despite rapid growth in the UK, research on parent-child communication and its impact on their mental health is limited and mostly quantitative, thus necessitating qualitative inquiry to capture nuanced experiences and cultural influences during university transition. Using semi-structured interviews with 10 first-year Chinese students at a leading UK university, reflexive thematic analysis identified three themes: Unfavourable Conversations, Supportive Interactions, and Communication Cadence. Findings underscore the benefits of emotional/ practical support and appropriate communication schedules while highlighting the harm of maladaptive parental practices, providing insights for future research and initiatives to enhance student well-being. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | First-year Chinese international students (CIS) face significant mental health challenges due to acculturative stress, language barriers, and academic pressures. Despite rapid growth in the UK, research on parent-child communication and its impact on their mental health is limited and mostly quantitative, thus necessitating qualitative inquiry to capture nuanced experiences and cultural influences during university transition. Using semi-structured interviews with 10 first-year Chinese students at a leading UK university, reflexive thematic analysis identified three themes: Unfavourable Conversations, Supportive Interactions, and Communication Cadence. Findings underscore the benefits of emotional/ practical support and appropriate communication schedules while highlighting the harm of maladaptive parental practices, providing insights for future research and initiatives to enhance student well-being. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14639807 |
| DOI: | 10.53841/bpsper.2025.49.1.59 |
