The aim of this thesis is to investigate the stress factors and coping strategies of Japanese students in UK Higher Education Institutions. It is beIieved that this is the first time that this specific but wide research with Japanese students has been attempted. The first five chapters provide a range of background information and relevant considerations in preparation for the actual investigation. This involved investigation of a possible conceptual framework for examining stress and coping strategies with evidence being sought from previous research. Statistical, historical and literary information about previous overseas study by Japanese and other international students was also considered. A preliminary survey was carried out with 35 Japanese students and this provided valuable information especially for the design of a questionnaire for the main survey, which obtained answers from 285 Japanese students about the types and degree levels of various stress factors, as well as the types of coping strategies adopted in specific situations. Other indicators of their experiences were sought from answers about advice to future Japanese students and to the staff of UK HEIs. Examinations or coursework in English, oral presentations, participation in group or class discussion and worry about obtaining good assessments were common experiences causing the most severe stress to Japanese students. Follow-up interviews were carried out with 27 respondents to seek mainly qualitative data which helped in gaining a better understanding of how time-related stress factors affected individual students, who all drew a graph showing the levels of their stressful experiences throughout their entire study period. Although Japanese students were found to have experienced a wide range of stressful situations, their coping strategies were generally positive and overall they reported a high level of satisfaction with their time spent in UK HEIs.
Permanent link to this resource: https://doi.org/10.24384/7sma-zm91
Ashikaga, Michiya
Supervisors: Wilson, Maggie; Harland, Janet; Ansell, Mary Anne
Faculty of Humanities and Social SciencesSchool of Education
Year: 2010
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