Are You Satisfied? Exploring the Mediating Effects of Mentoring Communication Strategies in Predicting Chinese International Graduate Students’ Program Satisfaction

Qinghua Candy Yang, Victoria Dunleavy, Jasmine Rene Phillips

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

This study examined how mentoring initiation and maintenance strategies mediate the relationship between acculturative stress and intercultural communication competence on Chinese graduate students’ program satisfaction. Results supported a partial mediation effect for mentoring maintenance strategies. By specifying the mediating effect, the model explained significantly more variance in program satisfaction beyond the direct effects of the intercultural variables. We extended one premise of mentor enactment theory to a cross-cultural context by investigating the unique roles of expressing appreciation and communicating personal goals as effective maintenance strategies in predicting Chinese international graduate students’ satisfaction. Practical implications are also discussed.

Original languageEnglish (US)
JournalCommunication Education
DOIs
StateAccepted/In press - Oct 15 2015

Keywords

  • Acculturative stress
  • Graduate program satisfaction
  • Intercultural communication competence
  • Mentoring initiation strategies
  • Mentoring maintenance strategies

ASJC Scopus subject areas

  • Communication
  • Education
  • Language and Linguistics

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