DISSERTATION

EFFECT OF ACCULTURATION STRESS AND LONELINESS AMONG

OUT STATION STUDENTS

Dissertation report submitted to Amity University Uttar Pradesh in the partial fulfilment
of B.A+M.A CLINICAL PSYCHOLOGY(DUAL)

SUBMITTED BY SUPERVISED BY

AASTHA PANT Dr. Ritu Sharma

B.A+M.A (dual) clinical psychology-9 Asst. Professor

A0423413020

Amity Institute of Psychology and Allied Sciences

Amity University Uttar Pradesh

2017
 ABSTRACT

Aastha Pant* & Dr. Ritu Sharma**

Outstation students are said to be the ones who appreciate opportunity of being
independent —individuals who don't need to venture out excessively to reach their homes
with a deadline and the individuals who have all their uninterrupted alone time.
Nonetheless, there is battle associated with carrying on with an existence far from home.
Loneliness is a subjective negative feeling related to the person’s own experience of
deficient social relations. Acculturation is the process of cultural change and
psychological change that results following meeting between cultures .The purpose of the
study is to find the relation between acculturation and loneliness among out station
college students and find the different reasons for loneliness and acculturation among
male and female college students and find the relation between acculturation and youth
problems among the out station students . Studies have proved that there is a significant
relationship between acculturation and youth problem and acculturation and loneliness
and different problem area effect both male and female students similarly.

Keyword: Acculturation, Loneliness ,Youth problem

 RATIONALE

As the studies show that there is acculturation has causes lots of problems and how different
problem areas increases the probability of aggravating loneliness , depression and other
mental disorders. different coping strategies are used and its significance is seen among
international students and citizens mainly Chinese . I found that a lot of researches are done
regarding acculturation and adjustment styles among mostly immigrants and Chinese
students . India is the five of the world’s oldest civilizations and incorporated with various
religion and ethnic background. An out station student‘s constant struggle to adapt to new
style of living , familiarity with the place, decision making, financial responsibility ,
scholastic workload, sense of belongingness, constant flux in their self confidence and
cultural ideologies are seen. There is a need to understand how this process of acculturation
related to loneliness among out station students in India and how students from different
cultures among India experience acculturation .
 CHAPTER 1: INTRODUCTION

Outstation students are said to be the ones who appreciate opportunity of being independent —
individuals who don't need to venture out excessively to reach their homes with a deadline and
the individuals who have all their uninterrupted alone time. Nonetheless, there is battle
associated with carrying on with an existence far from home. It is difficult to be your own
companion, your own family, your own assistant and your sole help. The freedom comes with a
baggage of various exhausting struggles. The challenges are cognitive, emotional, physical, and
social. Emotional struggles are the intense, sometimes difficult to express various and
contradicting feelings identifying with a circumstance that has as of late occurred or is being
unfurled. Emotional battles in an outstation understudies extend from loneliness, homesickness,
feeling less competent than others, missing old companions, absence of belongingness, absence
of budgetary and convenience aids. Social struggles of an out station student are trying to fit in,
security, acculturation, difference of opinion, conduct and judgment of what is morally right or
wrong .

Loneliness is a subjective negative feeling related to the person’s own experience of deficient
social relations. A sense of loneliness is associated with an individual’s evaluation of their
overall level of social interaction and describes as a deficit between the actual and desired quality
and quantity of social engagement (Willey Publishers, 1982).Human beings are said to actively
engage each other and the universe as they communicate, and loneliness is merely the feeling of
being cut off from this process. Loneliness has always been considered as a common problem
among the older people, but today it is becoming more of a concern amongst the young people.
(Mental health Foundation, 2010) This definition incorporates three points of general agreement
among loneliness experts:

First, loneliness is a subjective experience. It is not synonymous with objective social isolation.
People can be alone without being lonely, or lonely in a crowd. Aloneness and loneliness are not
the same(Peplau,1955).
Second, loneliness results from a deficiency in a person's social relationships. Loneliness
happens when there is a jumble between a man's real social relations, and the individual's needs
or goals for social contact. This deficiency has been variously described. Some(e.g., Sullivan,
1953; Weiss, 1973) underscore the idea that essential human requirements for closeness are not
being met. Others (e.g., Peplau and Perlman, 1981) take a more psychological view, that there is
a disparity between the sort, quality, or amount of relationship that a man needs and those that
the individual sees himself or herself as having. All concur, nonetheless, that some child of social
deficiency is a characterizing highlight of depression.
Third, the experience of loneliness is aversive. Although loneliness may be a spur to personal
growth, the experience itself is unpleasant and distressing. Lonely people typically report feeling
depressed ,empty, anxious, bored, helpless or desperate. They do not associate loneliness with
happiness or contentment.

Types of Loneliness

Relational Loneliness: This is the aftereffect of losing a critical, or close, relationship. At the
point when there is lost a noteworthy individual in one's life, that individual begins feeling alone
in the middle of a group. This may incorporate the passing of a life partner after separation
because of flimsy marriage or because of sad conditions like demise.

Social Loneliness. This is the place a man is on the edges of a gathering, avoided from a
gathering, or is effectively dismissed. This likewise incorporates physical nonattendance of
important individuals around a man and withdrawal from groups of friends.

Culture Loneliness. This is the place a man has a place with an alternate culture and feels that
they don't fit, or have a place, in the new culture.

Intellectual Loneliness. This is the place a man mentally, or instructively stays out of sync with
their associates, their family or their social gathering. Mental depression. This is the place a man
has encountered an injury that isolates them out from others around them.

Existential or astronomical Loneliness. This is a segregating loneliness experienced by a man

who is confronting death.
Acculturation is the process of cultural change and psychological change that results following
meeting between cultures (Sam, David L.; Berry, John W ,2010). Acculturation is a “phenomena
which results when groups of individuals having different cultures come into continuous first-
hand contact with subsequent changes in the original culture patterns of either or both groups”
(Amer, 2005). During the acculturation process, people could encounter one or the greater part of
the four dimensional of acculturation such as integration, assimilation, separation, and
marginalization. Integration is when people keep up their societies and can acknowledge and
adjust to the host's societies. Conversely, Assimilation is when people completely adjust to the
host's societies, while they turn out to be more estranged toward their own societies. Then again,
Separation is when people wind up plainly estranged toward the host culture and separate
themselves from the principle society. They for the most part want to associate with people from
their own particular culture. Minimization is when people wind up noticeably estranged toward
both their own particular and the host societies.

Models of acculturation
There are two general conceptualized models of acculturation: uni-dimensional and bi-
dimensional (Ryder, Alden, &Paulhus, 2000).Uni-dimensional models of acculturation are based
on the assumptions that the adoption of cultural traits and 35 patterns from the dominant culture
subsequently involve a diminishing of heritage cultural traits over time and familial generation
(Laroche, Kim, Hui, &Tomiuk, 1998; Abe-Kim, Okazaki, &Goto, 2001).
The bi-dimensional model can grasp not just people with bicultural personalities yet additionally
individuals who are not appended to either culture. This adaptability is the significant quality of
the bi-dimensional show and brings the bi-dimensional model to the focal point of consideration
for acculturation research.

UNIDIMENSIONAL PERSPECTIVE
The estimation of acculturation makes a stride past the regular routine with regards to just
characterizing people into various ethnocultural classes {Tweed, Conway, and Ryder, 1999). In
the unidimensional way to deal with acculturation, people are set on a continuum of personalities
extending from solely legacy culture to only standard culture. This viewpoint was in the first
place elaborated by Gordon (1964), who built up an assimilation display in which entrance into
the standard culture is fundamentally joined by "the vanishing of the ethnic gathering as an
isolated element and the dissipation of its unmistakable esteems" So, distinctive parts of cultural
identity may continue along the cultural assimilation continuum at various rates, with the
potential for over-exaggeration of standard culture components or notwithstanding backtracking
because of ethnic reaffirmation. This origination of acculturation as assimilation has educated a
great part of the exploration on social change. The dominant part of such contemplates have
utilized statistic factors, for example, generational status, age at migration, or years lived in the
new nation, as intermediary measures of cultural assimilation, with the fundamental presumption
being that people have more introduction and, thus, more prominent adjustment to the standard
culture with the time. This procedure is viewed as proceeding crosswise over ages until, in the
long run, the relatives of settlers are socially undefined from the predominant gathering. Such an
approach has demonstrated profitable in looking at various themes, for example, the identity
qualities of various social gatherings.

BIDEMSIONAL PERSPECTIVE
Rather than the uni-dimensional point of view, a few scholars have thought about Acculturation
as a procedure in which both legacy furthermore, standard social characters are allowed to differ
autonomously . Such models depend on two center presumptions. To begin with, the model
surmises that people contrast in the degree to which self identity incorporates socially based
esteems, states of mind, and practices. Culture may assume a huge part in the personalities of a
few people, though others may construct their personality more with respect to components, for
example, occupation or religion. Second, people are fit for having different social characters,
each of which may autonomously fluctuate in quality. In hypothetical terms, the unidimensional
point of view neglects to consider options to absorption, for example, the rise of coordinated or
bi-cultural characters (Dion and Dion, 1996). By and by, the degree to which these worries speak
to major issues for the uni dimensional approach depends, in substantial part, on the researched
based observations amongst legacy and standard characters. On the off chance that the
relationship between these characters is strongly negative, the previously mentioned issues are
not liable to apply. On the other hand, if the relationship is orthogonal, the utilization of a uni-
dimensional model could prompt conceivably genuine misreading of cultural assimilation
information.
The widely used bi-dimensional acculturation approach has been John Berry's acculturation
framework. He conceptualized four distinct "acculturation systems" in view of the quadrants
characterized by these two dimensions, which are then evaluated with independent subscales.
Integration includes keeping up social legacy while supporting intergroup relations;
Assimilation includes giving up social legacy and embracing the convictions and practices of the
new culture; Separation includes support of legacy culture without intergroup relations;
furthermore, Marginalization includes no adherence to either old or new culture. Another
motivation to set a bi-dimensional structure to ethnic identity is the developing body of literature
in which people interpret the self in a social setting . Bi-dimensional way to deal with the self
gives extra help for the idea that center develops that differ crosswise over societies may show an
autonomous, as opposed to a backwards , relationship.

YOUTH PROBLEMS

Adolescence is the most vital and in addition testing time of growing up. It incorporates both
experimentation with external world and alteration with natural and psycho social changes. The
vast majority of the general population see this change as a natural process however it is much
social and mental too. The multi-dimensional nature of the idea includes a slow change of a tyke
into another individual as a grown-up. Be that as it may, required changes in a youngster amid
pre-adulthood vary with culture. Pre-adulthood is characterized as the time of life in the vicinity
of 10 and 19 years old. Also, customarily puberty (From Latin "Adolescere" signifies "to develop
into development") is seen as starting with beginning of pubescence, when sexual development
or the capacity to recreate is achieved. Pre-adult period begins with adolescence which is
encompassed by first feminine cycle in young ladies and discharge in young men which flags the
organic change. The natural changes additionally prompt physiological, sexual and psychosocial
changes.
Physiological changes incorporate change in stature, weight, and change in appearance. Sexual
changes incorporate creation of sex hormone which triggers sexual want, excitement and
inclination in young people. The juvenile grows cozy relationship and moves from being a piece
of a family gathering to being a piece of a peer gathering and to remain solitary as a grown-up.
Psychosocial changes incorporate development of new character, self idea, and self control; need
to discover a place in the public arena, and desires. Self idea is an essential hypothetical build
which is firmly identified with the psycho social change in teenagers. Every one of these
progressions shift amongst people and may prompt distinctive behavioral issues if not dealt with
properly. The issues of teenagers are very genuine as contrasted with those of kids. They are
befuddled and restless as to natural, mental and social difficulties they have stood up to. The
challenges incorporate passionate issues, up to 15 percent of people younger than 18 years old
experience passionate issues like sudden state of mind changes, touchiness, flippant practices,
sadness and so forth. sufficiently genuine to legitimize unique treatment. Some other issues
incorporate familial issues like beginning contentions, breaking rules or pulling back from
family; misconduct like missing school, taking, and demonstrations of vandalism. Substance
mishandle was viewed as a noteworthy issue, roughly one of each four youthful young people
(12 to 17 years of age) report having utilized unlawful medications. Now and again they confront
a few issues in school and show diminished intrigue, negative demeanor, and drop in execution
and train issues. Troubles experienced by young people fluctuate with age, sex and culture.
Youth issues greatly affect self regard as it is the period amid which another character is framed.
It assumes an essential part in one's psycho social advancement. 33% to one-portion of young
people battle with low confidence, particularly in early period of puberty. Confidence is
characterized as an ideal or ominous demeanor at the self. People with high confidence show up
certain and are less impacted by others than people with low self-esteem. Low confidence is
essentially identified with discouragement, suicide ideation, wrongdoing, animosity also,
introverted conduct. It is likewise observed that family prosperity, identity measurement of
extroversion, passionate dependability and receptiveness to involvement, and psychological
wellness and social bolster from family are likewise connected with self esteem. It merits saying
that there are 315 million youngsters matured 10– 24 years in India, speaking to 30 percent of the
country's populace which feature the significance of juvenile for future wellbeing and
improvement of state.
 CHAPTER 2: REVIEW OF LITERATURE

Acculturation is the “social interaction and communication response styles (both competency
and ease/comfort in communicating) that individuals adapt when interacting with individuals and
groups from other cultures” (Barry, 2001). A quantitative research of Hmong understudy's
acculturation concluded positive correlation with the understudies' change in the school
condition as to: (1) the level of the understudies' English capability, (2) encounters of the
instructors in relationship to the understudies' experiences and societies, (3) the showing styles of
the educators, (4) a high and positive confidence of the understudies, (5) the accessibility of
social and family support to the understudies, (6) the understudies adjustment level to alter, (7)
the lower the age of the understudy, (8) and the length of residency of the understudy (Shi,
2001).Psychological acculturation involved 5 headliners in the procedure of mental acculturation
starting with gathering and individual acculturation encounters and coming full circle into the
long haul adjustment. The acculturation process is very unpredictable because of 2 reasons. To
begin with, it is because of the operation of directing element earlier and amid the acculturation
process. In the previous case these elements incorporate 1) age, sexual orientation, pre-cultural
assimilation 2) status. relocation, Motivation, Expectation ,3) culture separate (ie, dialect and
religion) and 4) Personality ( ie, locus of control , adaptability ) and so forth . then again,
directing elements amid the cultural assimilation incorporates, 1) stage (or time span ), 2)
cultural assimilation procedures ( dispositions and practices) . 3) adapting systems and assets, 4)
social help and 5) societal attitude (i.e, biases and segregation) (Berry ,1997). This subjective
examination tends to the issue of the social progress of Arab ladies who surprisingly leave their
disengaged towns and conventional society in the Northern Galilee to get to Western-style Israeli
foundations of higher training situated in the district in which they will think about in Hebrew,
their second dialect. Components said to be diminishing social stun and acculturation anxiety
were the nearness of other female Arab understudies from the same or neighboring towns
considering in the school and the backpedaling and forward between societies as these ladies
returned consistently back home to their towns. Presented to different esteems and customs these
ladies arranged the qualities they appreciated in their own and in different societies while
keeping up a solid feeling of social character though understudies from territorial school
demonstrated diminished dejection in contrast with out station understudies . (Brenda Geiger,
2013).The connection between acculturation, racial provocation, and psychological well-being
among 193 Asian American students. Utilizing a progression of various leveled direct relapses,
the present investigation tried the minority stress model and the rejection - identification model
through an acculturative viewpoint. Findings offer help for the minority stretch model (racial
provocation mediates acculturation and psychological wellbeing) over the rejection -
identification model showing relation of loneliness in the study ( Ivan Wu , 2012 ). Regarding
intrapersonal challenges, unsuccessful acculturation can prompt a large group of problems
characterized by mental and physiological manifestations, for example, irritability, loneliness,
nervousness, achiness to visit the family, estrangement, sentiments of vulnerability, withdrawal,
frustration, and wretchedness . To survey the genuine connection between cultural acculturation
attitude and nature of interpretation of culture-bound messages, the present examination was led
on 82 Iranian postgraduate understudies of Master of English interpretation at colleges in
England .The investigation of Spearman rank request connection (rho) uncovered the critical
positive connection between acculturation attitude state of mind and nature of interpretation of
culture-bound writings. The findings proposed empowering and language fluent students with
chances to acclimatize or incorporate into the host nation culture to have the capacity to build up
their intercultural ability to an ideal level (Vahid Rafieyan, 2016). Investigations of
acculturation and acculturative stress inside the fields of cross-cultural psychology, education,
cultural anthropology, and general well-being have affirmed that global sojourners, settlers and
exiles encounter unmistakable stressors related with changing between their way of life of
inception, and a novel host culture (, Sullivan and Kashubeck-West, 2015;). These stressors
incorporate yet are not constrained to semantic obstructions, contrasts in social practices and
desires, challenges in engagement and mix with the host culture, and loneliness ,confinement as
well as segregation .This examination analyzes acculturation forms among Hmong who live in
Eastern. The outcomes demonstrated that as far as Acculturation, Hmong positioned most
elevated in integration, then separation, assimilation, and lastly marginalization. Inquiries on
each measurement of integration, separation, assimilation, and marginalization were dissected
and positive relationships were found between the most youthful of the eras, the length of
residency in the United States, and the capacity to talk, read, and write in English. Conversely,
the more established the age of the member when they went to the United States had a positive
connection with separation (John KhaLee , Katherine Green , 2011).This study is to discover
the favored method of adjustment to the procedure of acculturation (Indian distinguished, bi-
cultural, western recognized or distanced identification) made by Asian Indians. Four
measurements of ethnic identification were measured. These were (a) ethnic distinguishing proof
in light of outside parts of ethnicity, (b) ethnic identification in view of esteems, states of mind
and practices, (c) ethnic recognizable proof in view of behavioral skills, and (d) ethnic
identification in view of self-appraisals. The examination demonstrates that youngsters in the
United States have embraced bi-cultural personalities on every one of the four measures of ethnic
identification. Youngsters in India were overwhelmingly Indian distinguished, however there
was a solid sign of bi-cultural personality among kids in India. Guardians who have lived in
USA for a long time or all the more predominantly developed as bi-cultural on outer parts of
ethnic distinguishing proof and as far as their esteems and behavioral skills. Guardians in India
while for the most part Indian-distinguished, showed a solid move towards bi cultural
identification as far as their esteems and behavioral capabilities. In this way, Asian Indians in
India and USA are moving towards bi-cultural characters. Among guardians in both the nations
states of mind and qualities identified with marriage and mate determination looked like
customary Hindu esteems with a few movements towards western esteems. Youngsters in India
and USA show a more grounded predisposition towards western esteems. The inclination was
more unavoidable among the immigrant youngsters and less inclined to feel lonely ( Smita
Mathur , 2000).An interview study on acculturation experiences among 28 people of Indian
origin living in Paris for a time span of a year to 30 years. The study confirmed the dialect
hindrance to be the primary issue but when acculturating individuals choose to utilize their own
beliefs, cultural values and standards for judging the lifestyle, values and inclinations of the
french , they are likely to suffer dissatisfaction in interpersonal relationship , loneliness , and
challenges of adjustment ( Jyoti Verma , 2000). Students tend to choose variety of options to not
feel lonely and sometimes just to adapt to the new culture. Researches like this paper analyzes
the effect of ethnic Internet use on Cross Culture Adaptation. In view of reviews from 268
Chinese understudies in the U.S., our outcomes demonstrate that Chinese understudies utilize the
Internet fundamentally for data, diversion and ethnic support reasons. Amusement and social
inclusion thought processes decidedly anticipate ethnic Internet utilize though digestion
mentality and length of stay are negative indicators of ethnic Internet utilize. All the more
significantly, we found that overwhelming ethnic Internet clients tend to indicate higher life
fulfillment and less depression than do their partners (Ying Wang, Xiaoshi Quan , 2013).
Out Students are not restricted to students from different states and ethnic and status but also
from different nationality. Studies support the acculturation, loneliness and adjustment style
among Brazilian migrants living in Portugal reporting loneliness was adversely connected with
the methodology of integration, and decidedly connected with assimilation, separation and
marginalization. Ethnic identity was negatively correlated with loneliness, be that as it may, in
spite of desires, national identity was decidedly correlated with loneliness. Perceived
discrimination directly affected the level of loneliness. At long last, obviously, self‐esteem and
impression of the in‐group anticipated adversely loneliness. (Joana Neto, Eliany Nazaré
Oliveira and Félix Neto, 2017). The study concentrated on Philippine work migrants who are
utilized in Israel as home care providers. The investigation meant to inspect whether the
connection and acculturation styles of the care providers are identified with their level of
loneliness. The discoveries implicated that, an anxious connection style was related with better
acculturation style to Israeli society and experienced lower level of emotional and social
loneliness, while an avoidant connection style was related with a shut acculturation style who
encounter more prominent level of emotional and social loneliness and also general loneliness
which makes combination into Israeli society more troublesome (Rahat – Drihem Noga ,2013).
This examination approaches the levels and the indicators of loneliness among transient young
people from returned vagrant families from France to Portugal. Three research questions guided
the investigation: (1) Does loneliness of transient adolescents contrast from the individuals who
have never moved? (2) Are transient adolescents' re-cultural assimilation factors identified with
their loneliness? (3) Is the adjustment of transient young people connected to their loneliness?
Findings were that youths from returned vagrant families indicated bring down levels of
loneliness than their local Portuguese partners who have never relocated. Statistic, re-
acculturation, and adjustment factors were fundamentally identified with young people's
loneliness. Real indicators of loneliness were age at return, contacts with peers without transitory
experience, saw separation, distressing adjustment experience, and fulfillment with life
(Fe´lixNeto , 2015 ). This paper looks at global understudies' encounters at a solitary American
college, and the acculturation issues that they experienced. The understudies evaluated their
encounters at the college, both positive and negative, and talked about their view of American
methods for getting things done. The discoveries recommend that, when contrasted with
understudies from different nations, understudies from China confront impressive more
challenges both scholastically and socially, given the imposing dialect and social obstructions.
These difficulties stay paying little mind to whether the understudies self-isolate with co-
nationals or connect fundamentally with Americans. While singular level components (e.g.,
dialect familiarity and adapting capacity) influence the global understudies' lived encounters and
saw fulfillment level while contemplating in the United States, this paper contends that natural
components (e.g., the culture and gathering of the host society) might be more critical in molding
the encounters of worldwide understudies, regardless of whether regardless (Pamela Leong,
2015).The development of social and academic identities and adjustments of out station students
in English speaking higher university are expressed in this study where they concluded that it is
an alarming need that Higher Education organizations in the United Kingdom perceive the
remarkable challenges that global understudies confront regarding effective scholastic and social
acculturation. A significant assortment of research from an extensive variety of controls
emphatically shows that universal understudies' instructive execution and results depend to no
little degree on the students' social personalities and their mental and socio-social encounters and
dispositions in connection to English-talking social orders (Lee Hawkes , 2014) . Immigrant yet
not children of immigrants have an expanded danger of loneliness contrasted with teenagers with
a Danish inception. The outcomes likewise propose that young people's self-identified ethnicity
assumes a basic part however distinctively for immigrants and successors: relating to the Danish
dominant part was defensive against loneliness among successors , while relating to an ethnic
minority aggregate was defensive against depression among immigrants (Madsen KR,
Damsgaard MT, Jervelund SS, Christensen U, Stevens GGWJM, Walsh S et .al, 2016). A
research analyzed the impacts of various sorts of social help on increasing global outstation
students depression. Through vigorous estimation of strategic models, we found that sentimental
connections decrease the chances of revealing dejection when the sentimental accomplices are
both in the host nation, and that Chinese understudies' co-national ties lighten bond better when
they see a solid firm inclination among the Chinese understudy body in their college. Finally,
having neighborhood Thai companions does not homogenously affect all understudies; rather,
this attempts to lessen the chances of revealing dejection just for the individuals who are keen on
the host society. Our exploration proposes that social help and acculturating people's inward
needs ought to be viewed as together for better expectation of diverse adjustment comes
about(Yi Lin, Worapinya Kingminghae , 2014). The connection between two ethnic
measurements (Arab and European), and between an altered form of Berry's four acculturation
styles (integration, assimilation into the Arab legacy, assimilation into the European legacy, and
marginalization) and measures of mental prosperity among young people destined to European
moms and Israeli Arab fathers. Arab and European ethnic distinguishing pieces of proof
developed as being uncorrelated among the members, giving a premise to utilize four
acculturation styles to portray members' varieties in ethnic recognizable proof. The examination
found that integration and assimilation into the Arab legacy were associated with larger amounts
of attractive prosperity cconnects (confidence and positive relations with others) and with bring
down levels of bothersome corresponds (melancholy and tension). The investigation additionally
found that in spite of the fact that Assimilation into the European legacy was connected with
large amounts of confidence and low levels of discouragement, this style was connected with
abnormal amounts of nervousness and low levels of positive relations with others. The
marginalization style was reliably decidedly connected with large amounts of poor psychological
wellness.( Abu-Rayya, H. M., 2006). The psychological part of migration in the Netherlands
was examined by looking at sees on multiculturalism and acculturation introduction of Turkish
majority between Dutch larger part and Turkish– Dutch minority .The outcomes uncovered that
Dutch by and large had a neutral state of mind towards multiculturalism in the Netherlands while
Turkish– Dutch demonstrated a more inspirational demeanor. With respect to cultural
assimilation systems, Dutch grown-ups favored integration above reconciliation of Turkish
transients in all life spaces. Turkish– Dutch grown-ups made a refinement in broad daylight and
private areas: coordination was favored out in the copen spaces, and partition in private spaces.
Openly areas both social gatherings concurred that Turkish vagrants should adjust to the Dutch
culture. In private areas there was no understanding at all in the perspectives of Dutch and
Turkish– Dutch. These outcomes propose that the perspectives on acculturation and
multiculturalism vary significantly for majority and minority gather individual (Arends-Tóth, J.,
& Van de Vijver, F. J. R.,2007). This examination tried to research the procedure of
acculturation, saw discrimination, and depression of Korean medical attendants, with the point of
introducing preparatory information for the improvement of clinical practice adjustmentc
cprograms that will help these medical caretakers to better culturally assimilate, along these lines
advancing their mental health .Of the four sorts of acculturation, assimilation altogether varied
by add up to nursing profession length and the length of nursing vocation in the United States.
Separation contrasted by saw wellbeing status. Depression fundamentally contrasted by add up
to nursing vocation length, sort of cwork setting, and saw wellbeing status. Depression was
adversely associated with assimilation and integration, and decidedly related with separation and
perceived discrimination. Seen perceived discrimination was contrarily associated with
integration, and decidedly connected with marginalization. The components that essentially
impacted depression were marginalization, seen wellbeing status, and assimilation, which
together clarified 21.1% of the aggregate difference. To encourage cultural assimilation and
reduction depression among Korean medical caretakers, it will be important to give Korean
attendants strong support and assets and to deal with their depression. Such projects ought to be
custom-made to the acculturation style and levels of depression of the members(Young-Mi
Jung , Heeyoung Lee ,2015). Studies have been done on different unhealthy coping strategies to
recognize social procedures that underlie the relationship of acculturation and substantial
drinking conduct among cLatinos who have moved toward the Northeast United States of
America (USA).Content investigations showed that the social setting of drinking is diverse in the
members' nations of cause and in the United States. In Latin America, liquor utilization was a
piece of regular living (being with loved ones). Nostalgia and confinement mirrored a portion of
the purposes behind savoring the USA. Results propose that savoring the Northeastern United
States (US) is identified with Latinos' adjustment to another socio-cultural condition.
Information of the moving social settings of drinking can educate wellbeing
mediations(Christian .S .Lee, Steven .R. Lopez , 2006). Acculturation due to language barrier
has always been an issue in aggravating loneliness among out station students . This study is to
comprehend the life and learning encounters of drop-out Chinese universal understudies who
used to think about in ELIP (English Language Improvement Program), and furthermore tries to
clarify the their maintenance and dropout in this program. Information were gathered through
meetings, and five members partook in this examination. Chinese worldwide understudies in this
investigation dropped out of ELIP because of scholastic disappointment and to a great extent
respect ELIP learning as an exercise in futility. Conceivable variables have been raised cmay
cause understudies' scholarly disappointment, which incorporate low learning and integrative
cinspiration, absence of time administration furthermore, self-control, and a powerlessness to
adjust to particular learning and instructor understudy connections (Peiyu Wang, 2016).
With the extension of this particular understudy population, organizations of advanced education
have perceived an expanding duty to comprehend the particular suite of difficulties these
understudies look amid their social and semantic change. The purpose behind this exploration is
threefold: to evaluate the most well-known acculturation methodology in first-year Chinese
universal understudies; to examine the relationship of acculturative stress to scholastic execution,
and to investigate the connections of an assortment of statistic qualities with cultural assimilation
technique, acculturative anxiety, and first-year GPA. cThis investigation is the first of its kind to
join statistic information with the consequences of Bai's Acculturative Stress Scale for Chinese
Student (ASSCS) and Barry's East Asian Acculturation Measure (EAAM) in first-year Chinese
worldwide understudies at an American College. Its outcomes affirm noteworthy relationships
between's understudies' cultural assimilation methodology, acculturative feelings of anxiety, and
first-year GPA. Also, a select gathering of statistic qualities were broke down and observed to be
altogether associated with acculturative anxiety as well as scholastic execution, including: family
pay level, parental training level, familiarity with numerous Chinese tongues, earlier visits to the
U.S., national starting point of flat mates, number of close American companions, and secondary
school GPA ( James Stephen Lee, 2016). Chinese worldwide understudies' cultural assimilation
forms through an examination of the relationship between acculturative anxiety, understudies'
apparent social help and manifestations of melancholy. The examination connected the changed
applied structure from the cultural assimilation demonstrate and the anxiety and adapting
hypothesis to evaluate how understudies' acculturation encounter influenced their mental well-
being. Results uncovered that understudies with less acculturative anxiety encountered a superior
change result and indicated bring down levels of discouragement. In addition, saw social help
worked as a mediator for the relationship between acculturative anxiety and sadness just when
understudies encountered an abnormal state of acculturative anxiety. It was likewise discovered
that an understudy's English dialect competency essentially influenced his or her acculturative
anxiety. Therefore, the outcomes accentuate the significance of English dialect competency amid
the cultural assimilation process.( Zhang, Yue, 2012).c
 CHAPTER 3 : METHODOLOGY

A. AIM AND OBJECTIVE:

1. To find the relation between acculturation and loneliness among out station college
students
2. To find the different reasons for loneliness and acculturation among male and female
outstation students.
3. To find the relation between acculturation and youth problems among the out station
students .

B. HYPOTHESES:

1. There will be a significant relationship between acculturation and loneliness in the

out station college students.
2. There will be a difference in the problem areas in male and female out station
students .
3. There will be significant relationship between acculturation and problem areas in the
out station students .

C. SAMPLE: Young Adults (college students)

Size of sample: 100

Age: 19yrs – 23yrs

Sex: Male and Female

Educational Qualification: High School

Variables: - Acculturation, Loneliness , Depression

D. RESEARCH DESIGN/ VARIABLES:

PEARSON'S CORRELATION AND T TEST .

E. TOOL DESCRIPTION

Youth Problems Inventory (Y.P.I): It was created by Mithlesh Verma. The Y.P.I is a Self
managing inventory for the understudies of 16 to 20 years old to find the Problems which the
understudies look in changed ranges. The stock contains 80 statements having a place with
four domains and various sub-domains under every principle zone. Every statement is replied
by ticking-true, somewhat true, and false against every statement. The four primary areas are
family Problems, school Problems, social Problems and individual Problems/over sensitivity.
The inventory has been standardized on Indian population. The reliability coefficient of
Y.P.I. was observed to be 0.80. In the wake of institutionalizing the test with other
standardized test the legitimacy of Y.P.I. turned out to be 0.68

Areas Reliability Coefficient

“A” 0.85

“B” 0.86
“C” 0.76

“D” 0.81
Entire Inventory 0.80
Range
0.76-0.86

Validity coefficient of YPI

Sr. NO Test/Techniques Sample Validity

 1. Problem check list Dr. 764 0.75
N. Bhagia
Adjustment Inventory
2. Prof. H. 450 0.72

Asthana
Youth Adjustment
3. Analyser Km. 400 0.68

Mehru D. Bengali

4. Mooney Problem check 632 0.69

list
Affirmative answers of
5. the question concerning 720 87%
coverage of problems

UCLA LONELINESS SCALE: cIt was developed by D RUSSEL (1996) 20-item scale
intended to quantify one's subjective feelings of loneliness and additionally sentiments of
social segregation. Members rate everything as either O ("I regularly feel along these lines"),
S ("I now and then cfeel along these lines"), R ("I infrequently feel thusly"), N ("I never feel
along these lines") and the scoring will be done as 3 ,2,1,0 respectively . The measure has
been reexamined two times since its first production; once to make turn around scored things,
and once to disentangle the wording. The reliability of this test is 0.73 .

East Asian Acculturation Measure (EAAM): The EAAM is a 29-thing self-report scale,
which measures four domains of acculturation delineated by Berry : assimilation (8 things),
separation (7 things), integration (5 things), and marginalization (9 things) . Attitudinal and
behavioral aspects of social cooperation and communication styles (both competency and
straightforwardness/comfort in conveying) in different settings were evaluated . Items are
scored utilizing a 7-point Likert-sort scale (strongly disagree, disagree, disagree somewhat,
 neutral, agree somewhat, agree ,strongly agree). The total score is determined by summing
converse and positive-scored items.

F. DATA/ STATISTICAL ANALYSIS:

After conducting the research, using Microsoft Excel 2007 and SPSS following statistical
analysis was done.
In the first step, Sum, Mean and Standard Deviation for each variable, separating the male and
the female were calculated
Pearson's Correlation was done, since correlation analysis would help in finding the
relationship between the two variables i.e. acculturation and loneliness; acculturation and youth
problems.
T test was used to find the difference between male and female young adults who experience
different problem area in youth and find the difference between male and female young adults
and level of acculturation.

EXPECTED OUTCOMES
– A significant relation between acculturation and loneliness among out station college
students.
– Find does different reasons for loneliness and acculturation among male and female
college students effect them differently .
 CHAPTER 4: ANALYSIS OF RESULTS

After collection of data from the sample population, Statistical analysis was conducted and
following were analyzed from the results obtained:

Among the of 100 sample who were surveyed, 50 were male and 50 were female young adults.

Result Analysis of sample based on Residence:

Out of 120 sample size, there were 50 male young adults and 50 female young adults whose
minimum age range was above 19 years and maximum 23 years.

SAMPLE COLLECTION

MALE FEMALE

50% 50%

FIGURE 1.1: Showing the Distribution Of Sample Distribution Gender Wise

TABLE 1.1: Showing the standard deviation (SD) and mean values of acculturation and
loneliness among the outstation students

Mean Std. Deviation

RESIDENCE 1.43 .498
ASSIMILATION 29.87 6.149
SEPARATION 25.00 5.689
INTEGRATION 23.52 6.363
MARGINALIZATION 32.31 10.389
LONELINESS 32.81 10.829

The mean of the assimilation score for outstation students was calculated to be 29.87and the
standard deviation was 6.149. In a similar way, the mean of separation scores for the outstation
students is found to be 25.00 and the Standard deviation for the same is observed 5.689
respectively. The mean of integration score for outstation students was 23.52 and the standard
deviation was 6.363 . The mean of marginalization for outstation students was 32.31 and the
standard deviation was 10.389. The mean of loneliness for outstation students was 32.81 and the
standard deviation was 10.829.

TABLE 1.2: Showing the correlation analysis of Acculturation and Loneliness among outstation
students

SL.NO VARIABLE r
1. RESIDENCE AND INTEGRATION 0.235
2. RESIDENCE AND LONELINESS -0.499
3. LONELINESS AND INTEGRATION -0.448
4. LONELINESS AND MARGINALIZATION 0.217
At 0.05 level of significance , Pearson's value of correlation between standard score of residence
and integration was found out to be 0.235 . Thus it was found that, residence is positively
correlated with integration assessed among outstation students(p<0.05). Pearson's value of
correlation between residence and loneliness was found out to be -0.499. Thus it was found that,
residence is negatively correlated with loneliness assessed among outstation students(p<0.01).
The Pearson's value of correlation between standard score of loneliness and integration was
found out to be -0.448. Thus, it was found that loneliness is negatively correlated with
integration assessed among outstation student (p<0.01). The Pearson's value of correlation
between standard score of loneliness and marginalization was found out to be 0.217 .Thus , it
was found that loneliness and marginalization. Thus , it was found that loneliness is positively
correlated with marginalization assessed among outstation student (p<0.05).

TABLE 1.3: Showing the standard deviation (SD) and mean values of Youth Problem and
Loneliness among the outstation students .

Mean Std. Deviation

LONELINESS 32.81 10.829
AREA A 76.36 13.196
AREA B 48.03 9.476
AREA C 12.41 2.495
AREA D 53.54 11.159

The mean of loneliness was calculated and found out to be 32.81and the standard deviation was
found out to be 10.829. The mean of Area A (family problems) was found out to be 76.36 and
the standard deviation was found out to be 13.196. The mean of Area B (college problems) was
found out to be 48.03and the standard deviation 9.476. The mean of Area C (social problems)
was found to be 12.41 and the standard deviation was found to be 2.495. The mean of Area D
( individual problems) was found out to be 53.54 and the standard deviation was found out to be
11.159.

TABLE 1.4 : Showing the t-Test of youth problems between male and female young adults.

OUTSEX Mean Std. Deviation

AREAA 11 73.84 14.053
12 73.65 13.724
AREAB 11 45.81 9.650
12 46.90 9.239
AREAC 11 12.41 2.698
12 11.80 2.353
AREAD 11 53.78 11.782
12 50.95 8.666

OUTSTATION MALE STUDENTS

The mean of Area A (Family problem) was found to be 73.84 and the standard deviation was
found to be 14.053.. The mean for Area B(college problems) was found to be 45.81 and the
standard deviation for it was 9.650 . The mean for Area C(social problems) was found to be
12.41 and standard deviation of 2.698. The mean of Area D( individual problems) was found to
be 53.78 and standard deviation of 11.782.

OUTSTATION FEMALE STUDENTS

The mean of Area A(Family problem) was found to be 73.65 and the standard deviation was
found to be 13.724 .The mean of Area B(college problems) was found to be 46.90 and the
standard deviation of 9.239.The mean of Area C(social problems) was found to be 11.80 and the
standard deviation was calculated to be 2.353. The mean of Area D( individual problems) was
found to be 50.95 and the standard deviation of 8.666.
TABLE 1.5: Showing the t-Test of youth problem areas between male and female young adults.

VARIABLES t p SIGNIFICANCE
P<0.05
AREA A 0.049 2.01 NO
AREA B -0.402 NO

AREA C 0.827 NO

AREA D 0.928 NO

At the 0.05 level of significance, t-value for Area A is 0.049 , Area B is -0.402 , Area C is 0.827 ,
Area D is 0.928 for p= for difference between male and female young adults. Thus no significant
difference was found between male and female outstation students in facing youth problems .

TABLE 1.6: Showing the correlation analysis of Acculturation and Youth Problem among
outstation students

SL.NO VARIABLE r
1. ASSIMILATION AND AREA C 0.236
2. INTEGRATION AND AREA A 0.418**
3. INTEGRATION AND AREA B 0.374**
4. INTEGRATION AND AREA C 0.436**
5. INTEGRATION AND AREA D 0.370**
6. MARGINALIZATION AND AREA A -0.262*
7. MARGINALIZATION AND AREA B -0.234*
8. MARGINALIZATION AND AREA C -0.264*
9. MARGINALIZATION AND AREA D -0.273**
 10. RESIDENCE AND AREA A 0.225*
11. RESIDENCEAND AREA B 0.218*

At 0.05 level of significance , Pearson's value of correlation between standard score of residence
and Area A was found out to be 0.225. Thus it was found that, residence is positively correlated
with family problems assessed among outstation students(p<0.05). Pearson's value of correlation
between standard score of residence and Area B was found out to be 0.218. Thus it was found
that, residence is positively correlated with family problems assessed among outstation
students(p<0.05). Pearson's value of correlation between standard score of assimilation and Area
C was found out to be 0.236. Thus it was found that, residence is positively correlated with
family problems assessed among outstation students(p<0.05). Pearson's value of correlation
between standard score of marginalization and Area A was found out to be -0.262. Thus it was
found that, residence is negatively correlated with family problems assessed among outstation
students(p<0.05). Pearson's value of correlation between standard score of marginalization and
Area B was found out to be -0.234. Thus it was found that, residence is negatively correlated
with family problems assessed among outstation students(p<0.05). Pearson's value of correlation
between standard score of marginalization and Area C was found out to be -0.264. Thus it was
found that, residence is negatively correlated with family problems assessed among outstation
students(p<0.05).

At 0.01 level of significance, Pearson's value of correlation between standard score of

integration and Area A was found out to be 0.418. Thus it was found that, residence is positively
correlated with family problems assessed among outstation students(p<0.05). Pearson's value of
correlation between standard score of Integration and Area B was found out to be 0.374. Thus it
was found that, residence is positively correlated with family problems assessed among
outstation students(p<0.05). Pearson's value of correlation between standard score of integration
and Area C was found out to be 0.436. Thus it was found that, residence is positively correlated
with family problems assessed among outstation students(p<0.05). Pearson's value of correlation
between standard score of integration and Area D was found out to be 0.370. Thus it was found
that, residence is positively correlated with family problems assessed among outstation
students(p<0.05). Pearson's value of correlation between standard score of marginalization and
Area D was found out to be -0.273. Thus it was found that, residence is negatively correlated
with family problems assessed among outstation students(p<0.05).
 CHAPTER 5: DISCUSSION

This research was conducted to see whether acculturation plays a role in the level of loneliness
among male and female outstation students . After the analysis of results from statistical data
significant results were obtained that threw light on the following mentioned aspects.
Acculturation is the process of cultural change and psychological change that results following
meeting between cultures (Sam, David L.; Berry, John W ,2010). Acculturation is a “phenomena
which results when groups of individuals having different cultures come into continuous first-
hand contact with subsequent changes in the original culture patterns of either or both groups”
(Amer, 2005). Loneliness is a subjective negative feeling related to the person’s own experience
of deficient social relations. Figure 1.1 showed the distribution of sample gender wise, with male
50% and female 50% i.e 50 males and 50 females who were given the EAAM scale , UCLA
Loneliness Scale , Youth Problem Inventory . Table 1.1 Shows the standard deviation (SD) and
mean values of acculturation and loneliness among the outstation students. According to the
findings from the table 1.2, it is seen that at the 0.01 and 0.05 level of significance , Pearson's
value of correlation between standard score of residence and integration was found out to be
0.235 . Thus it was found that, residence is positively correlated with integration assessed among
outstation students(p<0.05). Pearson's value of correlation between residence and loneliness was
found out to be -0.499. Thus it was found that, residence is negatively correlated with loneliness
assessed among outstation students(p<0.01). The Pearson's value of correlation between standard
score of loneliness and integration was found out to be -0.448. Thus, it was found that loneliness
is positively correlated with integration assessed among outstation student (p<0.01). The
Pearson's value of correlation between standard score of loneliness and marginalization was
found out to be 0.217 .Thus , it was found that loneliness and marginalization. Thus , it was
found that loneliness is positively correlated with marginalization assessed among outstation
student (p<0.05). This was validated by a study that was The discoveries revealed the presence
of some level of culture stun for each of the three members at various circumstances all through
the semester. Specifically, a relatively significantly higher occurrence of relational and mental
indications of culture stun than of physiological ones was shown. Solid help for the individual
idea of culture stun was additionally displayed. Likewise, the members' view of the encounters
and additionally their capacity to adapt or not adapt to culture stun uncovered an ability to
conquer impediments and think about contrasts. Support for most of the components conjectured
to be powerful in aiding or preventing the members' capacity to adapt to culture stun was shown.
The essential effect of the members' close to home standpoint, conjugal status, length of remain
in the U.S., religiosity, and past universal experience on reducing the impacts of culture stun was
found. The impact of English, the college, and social connectedness, notwithstanding, was
imperative in expanding their modification stretch.( Kent Doehr Mcleod, 2008). Table1.3 shows
the mean and standard deviation of youth problem areas and loneliness among both in and
outstation students . Whereas , in table 1.4 , the mean and standard deviation of youth problem
area and loneliness among outstation male and female students were calculated . According to
table 1.5 , At the 0.05 level of significance, t-value for Area A is 0.049 , Area B is -0.402 , Area
C is 0.827 , Area D is 0.928 for p= for difference between male and female young adults. Thus
no significant difference was found between male and female outstation students in facing youth
problems .Table 1.6 At 0.05 level of significance , Pearson's value of correlation between
standard score of residence and Area A was found out to be 0.225. Thus it was found that,
residence is positively correlated with family problems assessed among outstation
students(p<0.05). Pearson's value of correlation between standard score of residence and Area B
was found out to be 0.218. Thus it was found that, residence is positively correlated with family
problems assessed among outstation students(p<0.05). Pearson's value of correlation between
standard score of assimilation and Area C was found out to be 0.236. Thus it was found that,
residence is positively correlated with family problems assessed among outstation
students(p<0.05). Pearson's value of correlation between standard score of marginalization and
Area A was found out to be -0.262. Thus it was found that, residence is negatively correlated
with family problems assessed among outstation students(p<0.05). Pearson's value of correlation
between standard score of marginalization and Area B was found out to be -0.234. Thus it was
found that, residence is negatively correlated with family problems assessed among outstation
students(p<0.05). Pearson's value of correlation between standard score of marginalization and
Area C was found out to be -0.264. Thus it was found that, residence is negatively correlated
with family problems assessed among outstation students(p<0.05).

At 0.01 level of significance, Pearson's value of correlation between standard score of

integration and Area A was found out to be 0.418. Thus it was found that, residence is positively
correlated with family problems assessed among outstation students(p<0.05). Pearson's value of
correlation between standard score of Integration and Area B was found out to be 0.374. Thus it
was found that, residence is positively correlated with family problems assessed among
outstation students(p<0.05). Pearson's value of correlation between standard score of integration
and Area C was found out to be 0.436. Thus it was found that, residence is positively correlated
with family problems assessed among outstation students(p<0.05). Pearson's value of correlation
between standard score of integration and Area D was found out to be 0.370. Thus it was found
that, residence is positively correlated with family problems assessed among outstation
students(p<0.05). Pearson's value of correlation between standard score of marginalization and
Area D was found out to be -0.273. Thus it was found that, residence is negatively correlated
with family problems assessed among outstation students(p<0.05).

Hypotheses Testing:

 H1: As the hypothesis was stated that there will be a significant relationship between
acculturation and the loneliness in outstation students, the results of the study has proved
that there is a significant positive correlation between marginalization and the loneliness
and negative correlation with integration in outstation students at p<0.01 and 0.05 as
seen in the Table 1.2.
 H2: According H2 there will be a significant difference in the level of different problem
areas in males and female outstation students . As seen from Table 1.5 no significant
difference was found at a significance level of 0.05 between male and female outstation
students .
 H3: H3 states that there will be a significant relationship between youth problems and
acculturation . Results from Table 1.6 indicate that there is significant relationship at a
significance level of 0.05and 0.01 in between the youth problems and acculturation
between male and female outstation students

Henceforth, Hypotheses H2 stands rejected.

 SUMMARY AND CONCLUSION

The purpose of the study was to find the relation between acculturation, youth problems and
loneliness among outstation students. The study was conducted on 120 college students in
Delhi/NCR with the help of assessment scales like Youth Problem Inventory scale , UCLA
Loneliness scale , East Asian Acculturation Measure . The study hypothesized a correlation
between acculturation and loneliness and youth problems in male and female out station
students and a difference in the problem areas between male and female young adults.

The study has succeeded in exploring the strong correlation between acculturation and loneliness
; acculturation and youth problems for both male and female outstation students . But the results
found miniscule or no effect of gender on neither acculturation or youth problems among male
and female young adults.

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