Analysis On The Acculturative Stress And The Influential Factors Among Xinjiang Kazakh Students Studying In Preparatory School In Central And Eastern China

Objectives:Acculturative stress is brought about by the cultural adaptation process,and it is resulting from cultural differences between indigenous and exotic cultures.Depending on its influencing factors,the pressure is divided into a number of different stressors.Xinjiang Kazakh students who were studying in preparatory school in central and eastern China are an important part of migrant population,at the same time the importance of acculturative stress and the related health problems is rising.Most of the studies treated acculturative stress as integrated,and few study have focused on the influential factors of acculturative stress when they explored its relationship with health issues.So the present study studied the influential factors of acculturative stress among Xinjiang Kazakh students who were studying in preparatory school in central and eastern China,and the acculturative stress were measured to explore the relationship of the stressors.Method:Five universities were selected through randomized cluster sampling,from which all Kazak students in their university foundation year were enrolled.Data was collected using anonymous questionnaire survey.Among 386 students enrolled,298were taken into analysis.The survey questionnaire included social demographic factors,related experiences prior and after university entrance,acculturative stress scale(ASSIS-28).Statistical methods included t test and chi-square test for univariate analysis,logistic regression regression for multivariate analysis.Results:Valid questionnaires were collected from 356 sutdents and mean age of the students was 18.9±0.8years(18.9±0.7)years for the males and 18.9±o.7 years for females).The mean ASSIS score was 69.0±19.6.The stressors of the stressors vary from large to small,They are homesickness(14.0±3.5)、cultural competence(11.0±3.3)、identity threat(9.1 ±3.5)、self confidence(9.1 ±3.4)、opportunity deprivation(9.0±3.9)、value conflict(8.8±3.6)、rejection(7.7±3.7).Different family location,type of residence,type of discipline,number of Chinese friends during secondary school,the attitude about living with non-halal diet students,learning difficulties Xinjiang Kazakh There were significant differences in the level of intercultural stress among families.Acculturative stress scores were negatively correlated with Chinese language proficiency scores(r =-0.271,p<0.001).Multivariate linear regression analysis was used to analyze acculturative stress pressure scores and influencing factors of different pressure sources.Students from ethnic minority areas may have a higher risk of acculturative stress,β =-6.242(95%CI:-10.869,-1.616);students of science and science may have a higher risk of acculturative stress than liberal arts students,B =-4.706(95%CI:-10.535,-0.877);students who are reluctant to communicate with the Han students are Imore likely to produce acculturative stress than students who are willing to communicate voluntarily,β =-4.465(95%CI:-8.938(95%CI:2.301,11.302).The Chinese language proficiency score is inversely proportional to the acculturative stress score,and the Chinese language proficiency is different from that of the Chinese language.The higher the competency score,the smaller the risk of acculturative stress,β=-0.778(95%Cl:-1.141,-0.415).Conclusions:(1)kazak preparatory survival in cross-cultural pressure on the mainland.And homesick:ness,lack of cultural capacity,identity threat as the most important source of pressure.(2)There are many factors that influence the cross-cultural pressure on the production of the kazakhs.Past experiences of multicultural environment and Chinese ability self-confidence is preppie adapt in the new campus environment,the risk of cross-cultural pressure is relatively small;The pressure of study after school is an important factor in the intercultural pressure of precuration production,and the risk of cross-cultural pressure is greater in the liberal arts students.(3)According to preparatory survival in pressure and adaptable problem,we should be through additional courses and guidance,improve the Chinese language level of preppy,strengthening psychological dredge and guide of preppy,cultivate their good self-adaptation ability.