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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.
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]
Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Parent-child communication and psychological wellbeing: Exploring the experiences of first-year Chinese international students at a UK university.
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  Data: <searchLink fieldCode="AR" term="%22Bao%2C+Menglong%22">Bao, Menglong</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Waldeck%2C+Daniel%22">Waldeck, Daniel</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Holliman%2C+Andrew%22">Holliman, Andrew</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychology+of+Education+Review%22">Psychology of Education Review</searchLink>. Spring2025, Vol. 49 Issue 1, p59-69. 11p.
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  Data: <searchLink fieldCode="DE" term="%22Chinese+students+in+foreign+countries%22">Chinese students in foreign countries</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+study%22">Foreign study</searchLink><br /><searchLink fieldCode="DE" term="%22College+student+adjustment%22">College student adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Acculturation%22">Acculturation</searchLink><br /><searchLink fieldCode="DE" term="%22Overpressure+%28Education%29%22">Overpressure (Education)</searchLink>
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  Data: 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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  Data: <i>Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.53841/bpsper.2025.49.1.59
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      – SubjectFull: Foreign study
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      – SubjectFull: College student adjustment
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      – SubjectFull: Acculturation
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              Text: Spring2025
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