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    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/140820


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    題名: Moderating Effects of Intercultural Social Efficacy and the Role of Language in the Context of Coping Strategies in Study Abroad Depression
    作者: 胡悅倫;莊俊儒
    Hu, Yueh-Luen;Ching, Gregory S.;Roberts, Amy;Chao, Pei-Ching
    貢獻者: 教育系
    關鍵詞: study abroad;Taiwan;intercultural social efficacy;coping strategies;depression
    日期: 2022-02
    上傳時間: 2022-07-07 11:19:14 (UTC+8)
    摘要: This study examined the relationship between intercultural social efficacy (ISE), coping strategies, Mandarin Chinese and English language proficiency, and depression. In total, 1870 foreign students in Taiwan participated in the study. Study results indicated that aspects of background demographics may influence depression levels. Participants with an immigrant background and those who are older are more likely to suffer from depression; however, gender and length of stay do not seem to affect depression. The moderating effects of Mandarin Chinese and English language proficiency and ISE on the relationship between coping strategies and depression were examined. Based on the results, the moderating role of Mandarin Chinese and English language proficiency was not supported, suggesting that coping strategies are independent of linguistic proficiency. However, knowing both languages is an important factor in reducing the stress of studying abroad. Additionally, the results confirmed the moderating effects of ISE, suggesting that a higher level of social effectiveness reinforces the negative association between coping strategies and depression. Students who are better able to interact with other cultures may be able to develop effective coping strategies. Moreover, this study found that although most of the study abroad students were not depressed, early intervention and prevention measures could help alleviate possible mental health crises.
    關聯: International Journal of Environmental Research and Public Health, Vol.19, No.4, 2409
    資料類型: article
    DOI 連結: https://doi.org/10.3390/ijerph19042409
    DOI: 10.3390/ijerph19042409
    顯示於類別:[教育學系] 期刊論文

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