Abstract
The current study examines how individual factors including cultural intelligence and foreign language proficiency in international students, and contextual factors including school support and cultural distance, influence adjustment and satisfaction of international students in the UK. Data collected from 53 international undergraduate students at a business in the UK show that cultural intelligence is positively related to all adjustment and satisfaction variables and English language proficiency does not relate to any. School support is positively related to interaction adjustment, study adjustment, and study satisfaction; and cultural distance is negatively related to life adjustment only. Theoretical and practical implications of the results for universities in the UK and in other countries, and international students are discussed.
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