Engineering, 2013, 5, 158-162
http://dx.doi.org/10.4236/eng.2013.510B034 Published Online October 2013 (http://www.scirp.org/journal/eng)
Study on Paths of Affect Factors on Adaption to University
Life of Chinese International Students in Korea
—Choosing Korean Training Chinese Students as Main Investigation Objects
Qinlan Lin, Ling Gao
College of Nursing, Beihua Uinversity, Jilin City, China
Received April 2013
ABSTRACT
The purpose of this paper is to study effect factors of adaptation to university life of Chinese International Students in
Korea. 374 Korean language trainees are chosen as investigation objects by means of random cluster sampling. Ques-
tionnaire data are collected by using the survey form and then paths of effect factors on adaption to university life of
Korean training Chinese students in Korea are an alyzed. The r e su lts indicate that Korean language proficiency, physical
symptoms, loneliness, self-efficacy, acculturation stress are dir ect effect factors on Chinese students adapting to univer-
sity life in Korea. Besides, Korean language proficiency, physical symptoms, loneliness are not only direct effect fac-
tors on self-efficacy and acculturation stress but also indirect effect factors on Chinese students adapting to university
life in Korea. In order to improve ability of Korean training Chinese students adapting to university life in Korea, Ko-
rean language proficiency and self-efficacy should be improved. And, some effective interventions should be given to
reducing physical symptoms, loneliness and acculturation stress.
Keywords: Chinese International Students; Adaptations to University Life; Korean Language Proficiency; Loneliness;
Physical Symptoms; Self-Efficacy; Acculturation Stre ss
1. Introduction
1.1. Study Necessity
According to statistics, 74% out of 90,658 foreign stu-
dents in Korea are Chinese students [1]. It is difficult for
the students in the new environment to adapt to [2] uni-
versity life in Korea, as a result, some students who
could not adapt to university life end up with not be able
to complete their studies, consequently, they have to re-
turn home in advance, or work illegally, or become illeg-
al residents, finally their situation get very serious [3].
The results show that the students have corresponding
higher ability of adaptation to university life if they have
higher Korean language proficiency [2]. The students
have higher stress if they have more physical symptoms
[4]. The students’ ability of adaptation to university life
decreases more if their loneliness and acculturation stress
increase more [2]. If the students’ Social support [5],
self-efficacy [6] and stress respons e ability are higher [7],
the higher ability of ad aptation to university life th ey will
have [8]. Moreover, students who live in for one to two
years have the lowest level of cross-cultural adaptation,
especially the psychological adaptation [9]. Therefore,
Korean language training Chinese students who live less
than 2 years are chosen as investigation objects, and ef-
fect factors on adaption to university life of Korean
training Chinese students in Korea have to be taken into
account from language, physical, society, psychology
and other aspects. On the basis of the theoretical frame-
work of combination of Roy’s adaptation theory and La-
zarus & Folkman’s theory of stress-appraise-coping [10],
the purpose of this study is to predict effect factors on
adaptation to university life of Chinese international stu-
dents in K or e a.
1.2. Study Objective
The purpose is to validate effect factors on adaptation to
university life in Korea through analyzing status charac-
teristics of Korean training Chinese students. And further,
reliable basis can be provided for carrying out effective
measures which is for Chinese international students
better and faster adapting to university life in Korea.
2. Research Method
2.1. Investigation Objective
From June 15 to July 16, 2011, 380 Chinese intern ational
students getting undergraduate degree from the 4-year

Q. L. LIN, L. GAO
159
universities in Korea are chosen as investigation objects
by means of random cluster sampling. Take back rate is
100%, valid questionnaires are 374, and response rate is
98.4%. According to required sample size in complex
structures model, sample size must be more than 200. In
the ideal case, free parameter is 20:1. In fact, 10:1 can be
used for free parameter [11]. Therefore, the sample size
in this study is appropriate.
2.2. Research Tool
The Korean ability of self-evaluation scale made by
Zhangyan (2005) is used [12] for analyzing Korean lan-
guage proficiency. Dimensions and validity are investi-
gated through pretest. There are totally 4 questions items.
Points from 1 to 5 are distributed to options from “very
bad” to “very good” in each item respectively. Korean
language proficiency is higher if the point is higher.
Cronbach’s α is 0.86 when the scale is made, however,
0.93 is used as Cronbach’s α in this study.
The physical symptoms scale made by Park Ji Hyun
(2008) is used for analyzing physical symptoms [4]. Di-
mensions and validity are investigated through pretest.
There are totally 18 questions items. Points from 1 to 5
are distributed to options from options from “Absolutely
not” to “Often” in each item. The point is higher and
physical symptoms appear more. Cronbach’s α is 0.93
when the scale is made, however, 0.93 is used as Cron-
bach’s α in this study.
The Chenjie’s (2010) loneliness scale is adopted for
analyzing loneliness [2]. Dimensions and validity are
investigated through pretest. There are totally 20 ques-
tions items. Points from 1 to 5 are distributed to options
from options from “Absolutely not” to “Absolutely” in
each item. The point is higher and loneliness becomes
stronger. Cronba ch’s α used by Chenjie is 0.86, howev er,
0.93 is use d as C r o nba ch’s α in this study.
The Kim Yoon Kyoung’s social support scale is used
for analyzing social support [5]. Dimensions and validity
are investigated through pretest. There are totally 25
questions items. Points from 1 to 5 are distributed to op-
tions from “Abso lutely not” to “Absolutely” in each item.
The point is higher and loneliness becomes stronger.
Cronbach’s α used by Kim Yoon Kyoung is 0.95, how-
ever, 0.96 is used as Cronbach’s α in this study.
The Jin Gyeol’s (2010) acculturation stress scale is
used for analyzing acculturation stress [2]. Dimensions
and validity are investigated through pretest. There are
totally 28 questions items. Points from 1 to 5 are distri-
buted to options from “Totally not” to “Totally” in each
item, respectively. It indicates that acculturation stress is
higher if the point is higher. Cronbach’s α is 0.93 when
the scale is made, however, 0.93 is used as Cronbach’s α
in this study.
The Lizhishan’s (2010) self-efficacy scale is used to
analyze self-efficacy. Dimensions and validity are inves-
tigated through pretest [8]. 5 inefficient degree items are
removed, and 18 questions items are remained. Points
from 1 to 5 are distributed to options from “Totally not”
to “Totally” in each item, respectively. Self-efficacy is
higher if the point is higher. Cronbach’s α is 0.93 when
the scale is made, also 0.93 is used as Cronbach’s α in
this study.
The Seo Ji Yeoun’s (2009) stress Countermeasure
scale is used to analyze stress Countermeasure [7]. Di-
mensions and validity are investigated through pretest. 4
inefficient degree items are removed, 10 positive ques-
tions items and 10 negative questions items are remained.
Points from 1 to 4 are distributed to options from “Total-
ly not” to “Totally” in each item, respectively. Positive
and negative stresses are higher if the point is higher.
Cronbach’s α is 0.81 when the scale is made, positive
Cronbach’s α is 0.82 and negative Cronbach’s α is 0.81
in this study.
The Zhang Yanan’s (2009) adaptation to university
life scale is used to analyze adaptation to university life
[8]. Dimensions and validity are investigated through
pretest, which includes academic adaptation, social adap-
tation, and emotional adaptation. There are totally 62
questions items about University environment includes.
Points from 1 to 5 are distributed to options from “Totally
not” to “Totally” in each item, respectively. Ability of
adaptation to university life is higher if the point is higher.
Cronbach’s α is 0.95 when the scale is made, also 0.94 is
used as Cronbach’s α in this study.
2.3. Data Collection and Analysis Method
In accordance with the principle of informed consent,
firstly, the purpose and necessity of the study should be
told to investigation objects, investigation objects feel
free to quit the study anytime. All of data are anonymous,
and the data are collected after signing an agreement in
writing. In this study, PASW Statistics 18 .0 program and
LISREL 8.7 progr a m are used for the statistical analysis.
3. Analysis Results
3.1. Status of Korean Training Chinese
Students
In this survey, 40.4% of students are male, and 59.6% of
students are female. The average age is 20.2 years old.
The average residence time is 7 months. Study satisfac-
tion is 3.44 (±1.25) points. Option of whether to partici-
pate in Korean Language Proficiency Test (TOPIK)
showed that students of 63.4% did not take TOPIK. Fail-
ure rate is 35.6% in the participants.

Q. L. LIN, L. GAO
160
3.2. Points for Adaptation to University Lif e,
Korean Language Proficiency, Physical
Symptoms, Loneliness, Social Support,
Acculturatio n Stress, Self-Efficacy and
Stress Countermeasure
Points of 2.78 (±0.43) is obtained when full points of
university life is 5. Points of 2.91 (±0.86) is obtained
when full points of Korean language proficiency is 5
points. Points of 2.26 (±0.69) is obtained when full
points of physical symptoms is 5. Points of 3.78 (± 0.54)
is obtained when full points of loneliness is 5. Points of
2.56 (±0. 50) is obtained when full points of social sup-
port is 5. Points of 3.79 (±0.55) is obtained when full
points of acculturation stress is 5. Points of 3.36 (±0.58)
is obtained when full points of self-efficacy is 5. Points
of 2.89 (±0.33) is obtained when full points of positive
stress is 4. Points of 2.62 (±0.34) is obtained when full
points of negative pressure responses is 4.
3.3. Analysis on Paths of Affect Factors on
Adaption to University Life of Korean
Training Chinese Students in Korea
Parameter results are as follows: GFI is 0.91, AGFI is
0.92, NNFI is 0.95, NFI is 0.93, RMR is 0.05. Synthe-
sizing exam results indicate that path analysis figure in
this study has better f itting. Korean language proficiency,
physical symptoms, loneliness, self-efficacy, accultura-
tion stress in Table 1 can represent 78% variables of
affect factors on adaption to university life. Korean lan-
guage proficiency, physical symptoms, loneliness, self-
efficacy, acculturation stress are direct affect factors on
Chinese students adapting to university life in Korea.
Besides, Korean language proficiency, physical symp-
toms, loneliness are not only direct affect factors on self-
efficacy and acculturation stress but also indirect affect
factors on Chinese students adapting to university life in
Korea, which is illustrated in Figure 1.
4. Discussion
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Table 1. Total effect of endogenous variable.
Endogenous variable Predictor variable Standardized direct effect Standardized indirect effect Total effect SMC
†
Adaptations to university life Korean language proficiency 0.19 (2.98)** 0.37 (6.24)*** 0.56 (10.25)*** 0.78
Physical symptoms −0.16 (−2.21)** −0.07 (−1.83)** −0.23 (−5.68)**
Loneliness −0.18 (−4.21)*** −0.09 (−2.85)** −0.27 (−6.09)***
Social support 0.01 (0.35) 0.01 (0.35)
Acculturation stress −0.13 (−2.15)* −0.17 (−3.62)*** −0.30 (−5.25)***
Self−efficacy 0.44 (2.41)* 0.08 (0.62) 0.52 (5.46)***
Active coping 0.11 (0.54) −0.02 (−0.21) 0.09 (0.56)
Passivecoping −0.03 (−0.22) −0.03 (−0.22)
Korean Language
Proficiency
ξ 1
Social Support
ξ 4
Loneliness
ξ 3
Passive Coping
η
4
Active Coping
η 3
Self-Efficacy
η 2
Acculturation Stress
η 1
Physical Sympt o ms
ξ
2
-0.18
***
0.17
**
0.44
*
0.14
**
Y 11
Y 12
Y 9 Y 10
-0.32***
-0.19
**
Y 5
Y 8 Y
7
δ4
δ3
δ2 X 2
δ1
δ6
δ9
δ5
X 7
X 8
X
9
Y
1
Y
2
Y
3
Y
4
Y 6
ε 1ε 2ε 3ε
4ε
5ε 6
ε 7ε 8
ε 9ε
10
ε 11 ε 12
0.54
***
δ7
δ8
X 6
X
5
X 1
X
3
X 4
-0.41
***
Adaptations to
Un iv e rs ity L if e
η 5
Y 13
Y
14
Y 15
Y
16
ε
13
ε
14
ε
15
ε
16
δ11
δ10
δ12
X
11
X
10
X
12
-0.16 **
-0.18
***
-0.13
*
Figure 1. Paths of affect factors on adaption to university life.

Q. L. LIN, L. GAO
161
of the MS Word Formatting toolbar.
4.1. Status of Korean Training Chinese Students
The survey shows that students of 63.4% did not partici-
pate in TOPIK, the failure rate is 35.6%, which indicates
that most students did not take the test, the majority
failed even though they participated in. Nowadays, TO-
PIK has been a necessary condition for admission and
scholarship, but the realization degree on TOPIK is not
enough, therefore there is an urgent need to improve rea-
lization degree on TOPIK. In addition, average points of
Korean language proficiency is 2.91 (±0.86) in the re-
sults of this study, which indicates that indicating Korean
language proficiency is poor. It is necessary for students
to have systematic training before they study aboard. The
best way i s to participate in TOPIK in do mestic and ful l y
prepare. Also Korea should establish a variety of educa-
tional models for students abroad and carry out Korean
training via a wide range of Korean education systems.
For example, different categories of listening, speaking
and writing curriculums should be established. Various
activities to experience Korean culture should be orga-
nized. The assigned principle of one Korean student to
one Chinese student in bedroom should be taken into
account. In this way, Chinese students can chose differ-
ent educations according to their need. They unkno-
wingly learn Korean in their daily lives so that the y can
faster and more effectively improve their Korean lan-
guage proficiency.
4.2. Adaptation to University Life
In this study, the average residence period of investiga-
tion objects is 7 months, the average point of adaptation
to university life is 2.78 ( ±0.43). This result supports the
point of view that students have lowest adaptation to
university life [9] when they have lived for 7 - 12 months.
Therefore, Korean training Chinese students whose
adaptation to university life in the beginning period of
study should be paid attention to. Language and envi-
ronment are all strange to them in this period, various
measures should be carried out to help them improve
their adaptation ability so that they can successfully
adapt to university life and then achieve the desired study
destination.
4.3. Affect Factors on Adaption to University
Life
This study shows that on the basis of the degreed order-
ing of affect factors on adaptation to university life from
big to small. They are Korean language proficiency, lo-
neliness, physical symptoms, self-efficacy, and accultu-
ration stress, respectively. Among these factors, Korean
language proficiency, loneliness, physical symptoms
directly affect adaptation to university life. In addition,
self-efficacy and acculturation stress have indirect effect
on adaptation to university life. This result supports the
point of view that Korean language proficiency is higher
and adaptation to university life is higher [4], loneliness
is stronger and stress is higher[2], physical symptoms
appear more frequently and stress is higher, and then,
self-efficacy decrease more, adaptation ability become
lower [6].
When students move from a familiar environment to
another unfamiliar environment, firstly, they have to
adapt the language before adapting to university life.
Secondly, they have to accomplish psychology and phy-
sical adaptation. Accordingly, Korean language, physical
symptoms, loneliness and other direct stress sources
should be paid attention to, also stress sources unders-
tood and evaluated by self-efficacy and other factors
should be paid attention to. Different Korean education
modes should be used. Psychological consulting rooms
should be created, regular physical examination should
be conducted to reduce acculturation stress and enhance
self-efficacy, and these interventions above-mentioned
can efficiently improve adaptation ability to university
life.
This study shows that five factors explain 78% va-
riables of affect factors on adaption to university life, this
value is higher than 48% in [2]. It indicates that the used
theoretical framework of combination of Roy’s adapta-
tion theory and Lazarus & Folkman’s theory of stress-
appraise-coping in this study is valid. Not only is ad-
vantages of a Roy theoretical and Lazarus & Folkman
theoretical exerted, but also disadvantages of Roy theory
is eked out. Affect factors on adaption to university life
of Korean training Chinese students in Korea are ana-
lyzed from many different points of vi e w.
This study shows that social support and stress inter-
ventions do not affect adaption to university Life [6],
which is different from the point of view that social sup-
port is higher [6] and taken positive stress interventions
to adaption is higher, however, taken negative stress in-
terventions to adaption is lower [8]. It is recommended
that further study is supposed to be researched.
5. Conclusion
Although effect factors on adaption to university life are
complicated, they have certain logic. When interventions
for improving adaptation of Korea training Chinese stu-
dents in Korean are carried out, s tressors n amely Korean
language proficiency, physical symptoms, loneliness, etc.
should be paid attention to. Also, their understanding and
evaluation, etc. of stressors should be regarded, which is
awareness level of unfamiliar environment. Through the

Q. L. LIN, L. GAO
162
correctly evaluating stress, reducing acculturation stress
and establishing a self-efficacy and other measures, the
adaptation level to university life can be improved.
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