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This study investigates Chinese international students' acculturation strategies and pragmatic intentions to address identity conflicts in Hong Kong study experiences through a developmental lens. We treat conflicts and stressors as indicators of active commitments and the process of engagement as strategic, goal-oriented, intentional investments to become better selves. Undergraduates (N = 95) enrolled in a Hong Kong university participated: 85 completed a Cultural Practices Questionnaire about daily activities; 10 completed semi-structured interviews on their acculturation strategies, identity conflicts, and justifications. Mixed method data analysis highlighted strategies rooted in goals, choices, consistency, and commitment. Several pragmatic intentions were also identified. Participants considered academic study, language learning, club activities, communicating with friends, volunteering, and interacting with diverse people as fundamental active commitments. An alternative definition of "integration strategy" is proposed to better capture students' transcultural choices and decolonize the view that students are expected to conform to the host culture.

This paper analyzes the difference between Acute Lymphoblastic Leukemia (ALL) in adults and children. Specifically, it discusses the biological differences in cancer subtypes seen between these two groups, how they affect the possible treatment options, and how these differences play a role in the disparity in prognostic outcomes. In addition, this paper also examines how the age differences play a role in risk management for Acute Lymphoblastic Leukemia.

Background: Music is well-known for its stress-reducing effects. Little is known about the potential effect of music interventions in fostering internal coping resources for stress management among undergraduate students in Hong Kong. Objectives: This pilot study aimed to examine the efficacy of the Group-based Focus Music Imagery Program (GFMI) in promoting a stress-is-enhancing mindset, sense of coherence, and self-compassion among undergraduate students. Methods: We used a two-arm parallel randomized controlled trial (RCT). The experimental arm received 6 weeks of GFMI with measures taken at two time points after completing baseline assessments (Weeks 6, 10). The control arm received 6 weeks of an active control program and completed the outcome measures at time points similar to the GFMI group. Data were collected using the Chinese versions of the Sense of Coherence Scale (C-SOC-13), the Self- Compassion Scale-Short Form (C-SCS-SF), the Stress Mindset Measure (C-SMM), the Perceived Stress Scale (C-PSS-10), and the Generalized Anxiety Disorder scale (C-GAD-7). Results: Sixty-four participants were randomly assigned to either the experimental group (n = 32) or the control group (n = 32) between July 2021 and September 2022. The experimental group exhibited a retention rate of 71.9% at T1 (23 out of 32 participants), which slightly decreased to 65.6% (21 out of 32) at T2. The control group displayed a retention rate of 75% (24 out of 32) at T1, which dropped to 43.8% (14 out of 32) at T2. The GEE analyses showed insignificant differences between groups at any time point in C-SOC-13, C-SCS-SF, and C-SMM. Instead, the control group had a higher reduction in stress scores (C-PSS-10) at T1, and anxiety (C-GAD-7) at T2 than the experimental group. Conclusion: The pilot trial provided valuable information in examining the feasibility of the trial design and intervention. Future studies with larger samples are needed to validate if GFMI can reliably promote coping resources to manage stress and anxiety in undergraduate students. [ABSTRACT FROM AUTHOR]

Background: Nursing students are at risk for high-stress levels and psychological distress. Limited longitudinal studies have been conducted examining factors associated with stress levels and psychological distress of nursing students in their course of study. Purpose: The purpose of this study was to examine the levels of stress and corresponding stressors, particularly those predicting psychological distress, among nursing students over their 5 years of study. Methods: A longitudinal design, using questionnaires and focus group interviews of a single cohort of nursing students in Hong Kong and following them over their 5 years of training. The Stressors in Nursing Students Scale-Chinese version and the Chinese version of General Health Questionnaire-12 were used to assess stress levels and psychological distress, respectively. Results: Ninety-seven participants completed the questionnaires 5 times. Quantitative findings revealed that the overall stress levels of the nursing students increased over 5 years (from mean = 3.08 to 3.33), with the highest levels in the second wave (mean = 3.33). Nursing students experienced higher stress during years 2 (p = 0.006) and 4 (p = 0.037). Psychological distress was the highest in year 3 (sum score = 18.47) (p = 0.002) but declined from year 4 (p < 0.001). Thematic analysis revealed that academic performance issues, coping challenges, unfavorable learning environments, relationships were identified as the stressors. However, nursing students also used positive coping strategies to pursue success and seek support. Conclusion: This study suggests that the year of study is a significant predictor of stress levels among nursing students, especially during the first and senior years due to heavy academic workload. Psychological distress was observed among nursing students, and those who worked more part-time jobs tended to report higher levels of distress. The junior year was associated with higher levels of distress related to financial and time-related stress, while academic and personal problems were more prevalent during the senior year. [ABSTRACT FROM AUTHOR]

Background: Music is well-known for its stress-reducing effects. Little is known about the potential effect of music interventions in fostering internal coping resources for stress management among undergraduate students in Hong Kong., Objectives: This pilot study aimed to examine the efficacy of the Group-based Focus Music Imagery Program (GFMI) in promoting a stress-is-enhancing mindset, sense of coherence, and self-compassion among undergraduate students., Methods: We used a two-arm parallel randomized controlled trial (RCT). The experimental arm received 6 weeks of GFMI with measures taken at two time points after completing baseline assessments (Weeks 6, 10). The control arm received 6 weeks of an active control program and completed the outcome measures at time points similar to the GFMI group. Data were collected using the Chinese versions of the Sense of Coherence Scale (C-SOC-13), the Self-Compassion Scale-Short Form (C-SCS-SF), the Stress Mindset Measure (C-SMM), the Perceived Stress Scale (C-PSS-10), and the Generalized Anxiety Disorder scale (C-GAD-7)., Results: Sixty-four participants were randomly assigned to either the experimental group ( n  = 32) or the control group ( n  = 32) between July 2021 and September 2022. The experimental group exhibited a retention rate of 71.9% at T1 (23 out of 32 participants), which slightly decreased to 65.6% (21 out of 32) at T2. The control group displayed a retention rate of 75% (24 out of 32) at T1, which dropped to 43.8% (14 out of 32) at T2. The GEE analyses showed insignificant differences between groups at any time point in C-SOC-13, C-SCS-SF, and C-SMM. Instead, the control group had a higher reduction in stress scores (C-PSS-10) at T1, and anxiety (C-GAD-7) at T2 than the experimental group., Conclusion: The pilot trial provided valuable information in examining the feasibility of the trial design and intervention. Future studies with larger samples are needed to validate if GFMI can reliably promote coping resources to manage stress and anxiety in undergraduate students., Trial Registration Number: https://www.researchregistry.com/, researchregistry8209., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationship that could be construed as a potential conflict of interest., (Copyright © 2023 Cheng and Wong.)