Psychosocial effects of self-disclosure among Chinese international students in Japan

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Students Pub Date : 2023-03-19 DOI:10.32674/jis.v14i1.5098

Xingjian Gao, Jiro Takai

引用次数: 0

Abstract

This study examined the effects of four types of self-disclosure on the life satisfaction of Chinese international students studying in Japan. Using an online survey, the study found that offline self-disclosure predicted life satisfaction both directly and indirectly, mediated by received social support and perceived social support, while the direct effect of online self-disclosure was not significant. All four types of self-disclosures predicted received social support, while the social support obtained from host nationals online did not affect perceived support. The analysis also revealed that the paths were moderated by the length of residence in Japan. Only online self-disclosure positively and directly predicted life satisfaction for newcomers, while only offline self-disclosure did for those who had stayed longer. Offline received social support was perceived as helpful for both groups, while that of online predicted perceived social support only for newcomers. Theoretical implications and limitations were discussed.

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留日中国留学生自我表露的心理社会效应

本研究考察了四种类型的自我表露对留日中国留学生生活满意度的影响。通过在线调查，研究发现，线下自我披露通过接受的社会支持和感知的社会支持直接和间接预测生活满意度，而在线自我披露的直接影响并不显著。预测的所有四种类型的自我披露都得到了社会支持，而从东道国国民网上获得的社会支持并不影响感知支持。分析还显示，这些路径受在日本居住时间的影响。只有在线自我披露对新来者的生活满意度有积极而直接的预测作用，而只有离线自我披露对那些待得更长的人有预测作用。离线获得的社会支持被认为对这两组人都有帮助，而在线的预测只对新来者有社会支持。讨论了理论含义和局限性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of International Students EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

25.00%

发文量

审稿时长

30 weeks

期刊介绍： The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines. We are especially interested in submissions which mark a new and demonstratively significant advancement in research on international students on topics such as: Cross-cultural studies of acculturation, intergroup relations, and intercultural communication Career preparation, employability, and career outcomes of short- and long-term mobility Development of international student social networks Emerging trends related to the mobility of international students and scholars English-mediated instruction (EMI) and second language acquisition (L2) Experiences of globally mobile LGBTQ+ students and other student populations Geopolitical perspectives and policies related to international students and other immigrants seeking education Global learning involving diverse people collaboratively analyzing and addressing complex problems that transcend borders International faculty, teaching assistants, and postdoctoral researchers Multicultural, intercultural, and cross-cultural engagement New educational contexts that involve the use of emerging technologies and online learning International student experiences in transnational higher education providers and programs.