References
Bertram, D. M., Poulakis, M., Elsasser, B. S., & Kumar, E. (2014). Social support and acculturation in Chinese international students. Journal of Multicultural Counseling and Development, 42(2), 107-124. http://dx.doi.org/10.1002/j.2161-1912.2014.00048.x.
Ching, Y., Renes, S. L., McMurrow, S., Simpson, J., & Strange, A. T. (2017). Challenges facing Chinese international students studying in the United States. Educational Research and Reviews, 12(8), 473-482.
https://www.proquest.com/scholarly-journals/challenges-facing-chinese-international-students/docview/1913354360/se-2?accountid=12528.
Clark, H. H. & Brennan, S. E. (1991). Grounding in communication. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.). Perspectives on socially shared cognition (pp. 127-149). Washington, DC: APA Books.
Durkin, K. (2011). Adapting to western norms of critical argumentation and debate. In L. Jin &M. Cortazzi (Eds.), Researching Chinese learners (pp. 274-291). New York, NY: Palgrave Macmillan.
Frank, N. J. (2000). The experience of six mainland Chinese women in American graduate programs (Order No. 9973617). Available from ProQuest One Academic. (304586203).
https://www.proquest.com/dissertations-theses/experience-six-mainland-chinese-women-american/docview/304586203/se-2?accountid=12528.
Griffiths, D. S., Winstanley, D., & Gabriel, Y. (2005). Learning shock: The trauma of return to formal learning. Manage. Learn. 36:275-297. doi:10.1177/1350507605055347.
Gu, Q. (2009). Maturity and interculturality: Chinese students' experiences in UK higher education. European Journal of Education, 44(1), 37-52. http://dx.doi.org/10.1111/j.1465-3435.2008.01369.x.
Huang, L., Kern, M. L., & Oades, L. G. (2020). Strengthening university student well-being: Language and perceptions of Chinese international students. International Journal of Environmental Research and Public Health, 17(15), 5538.
http://dx.doi.org/10.3390/ijerph17155538.
Kashima ES, & Loh E. (2006). International students’ acculturation: effects of international conational, and local ties and need for closure. Int. J. Intercult. Relat., 30:471-485.
Khawaja, N. G., & Stallman, H. M. (2011). Understanding the Coping Strategies of International Students: A Qualitative Approach. Australian Journal of Guidance and Counselling, 21(2), 203-224. http://dx.doi.org/10.1375/ajgc.21.2.203.
Lowinger, R. J., He, Z., Lin, M., & Chang, M. (2014). The impact of academic self-efficacy, acculturation difficulties, and language abilities on procrastination behavior in Chinese internatioanl students. College Student Journal, 48(1), 141-152.
https://www.proquest.com/scholarly-journals/impact-academic-self-efficacy-acculturation/docview/1629326269/se-2?accountid=12528.
Lu, J., Le, T., & Fan, W. (2012). The challenges Chinese students face in Australia. International Journal of Innovative Interdisciplinary Research, (3), 1-9.
Mortenson, S. (2006). Cultural differences and similarities in seeking social support as a response to academic failure: A comparison of American and Chinese college students. Communication Education, 55, 127-146.
https://doi.org/10.1080/03634520600565811.
Pan J, Wong DFK, & Ye S (2013). Post-migration growth scale for Chinese international students: Development and validation. J. Happiness Stud., 14(6):1639-1655.
Pang, H. (2018). Exploring the beneficial effects of social networking site use on Chinese students' perceptions of social capital and psychological well-being in Germany. International Journal of Intercultural Relations: IJIR, 67, 1.
http://dx.doi.org/10.1016/j.ijintrel.2018.08.002.
Powell, J. P. (1981). Moving towards independent learning. In D. Boud (Ed.), Developing Student Autonomy in Learning. London: Kogan Page Ltd.
Robertson, I.T., & Cooper, C.L. (2010), "Full engagement: the integration of employee engagement and psychological well‐being", Leadership & Organization Development Journal, Vol. 31 No. 4, pp. 324-336.
https://doi.org/10.1108/01437731011043348.
Ryff, C. D. (1989). Happiness Is Everything, or Is It? Explorations on the Meaning of Psychological Well-Being. Journal of Perso-nality and Social Psychology, 57(6), 1069.
https://www.proquest.com/scholarly-journals/happiness-is-everything-explorations-on-meaning/docview/209830060/se-2?accountid=12528.
Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psy-chology, 69(4), 719-727. https://doi.org/10.1037/0022-3514.69.4.719.
Sam, D. L. (2001). Satisfaction with life among international students: An exploratory study. Social Indicators Research, 53, 315-337. https://doi.org/10.1023/A:1007108614571.
Wang, (2008). The learning experiences of Taiwanese nursing students studying in Australia. J. Transcult. Nurs., 19 (2), 140-150.
Wei, M., Heppner, P. P., Mallen, M. J., Ku, T.-Y., Liao, K. Y.-H., & Wu, T.-F. (2007). Acculturative stress, perfectionism, years in the United States, and depression among Chinese international students. Journal of Counseling Psychology, 54(4), 385-394. https://doi.org/10.1037/0022-0167.54.4.385.
Yan, K. (2008). Chinese international students' stressors and coping strategies in the United States (Order No. 3319083). Available from Education Database. (304687058).
https://www.proquest.com/dissertations-theses/chinese-international-students-stressors-coping/docview/304687058/se-2?accountid=12528.
Yu, T. G., & Zhang, H. (2019). Intercultural challenges, intracultural practices: How Chinese and Australian students understand and experience intercultural communication at an Australian university. Higher Education, 78(2), 305-322.
http://dx.doi.org/10.1007/s10734-018-0344-0.
Zheng, W. (2017). Beyond cultural learning and preserving psychological well-being: Chinese international students' constructions of intercultural adjustment from an emotion management perspective. Language and Intercultural Communication, 17(1), 9-25. http://dx.doi.org/10.1080/14708477.2017.1261673.