Adaptation Of International Students Research Articles

Adaptation of International Students to University Reality in Kazakhstan (on the Example of WKMU)

One of the most important topics for Kazakhstani universities in the context of internationalization of higher education is the successful adaptation of international students to a university setting. A high level of students' adaptation, socially and psychologically comfortable conditions for them may increase the number of international students in Kazakhstan from the perspective. The article analyzes the main aspects of international students` socio-cultural adaptation at the West Kazakhstan Marat Ospanov Medical University, Aktobe, the Republic of Kazakhstan (WKMU). A sociological survey was conducted among the Indian students of the Faculty of General Medicine. Challenges of international students at WKMU include the language barrier, the difference in assessment, and education systems in India and Kazakhstan. A favourable condition for the socio-cultural adaptation of international students at WKMU is the organization of intercultural interaction and cooperation of students in the educational space of the university. The results of the study are offered to be taken into consideration by administrative structures, responsible for supervising international students at the university.

Psychosocial Aspects of Adaptation of International Students in Pakistan

This study examined the psychosocial aspects (acculturation stress, ethnic discrimination, nostalgia, and sentimentality) of socio cultural and psychological adaptation of international students in Pakistan. Sample of 143 international students was taken from different government and private universities of Pakistan. Measures of Acculturative Stress Scale for International Students (Sandhu & Asarbadi, 1994), Brief Perceived Ethnic Discrimination Questionnaire-Community Version (Brondolo et al., 2005), Index of Nostalgia Proneness (Holak, Havlena, & Matveev, 2006), Emotionality Subscale of the HEXACO Personality Inventory (Lee & Ashton, 2009), Brief Psychological Adaptation Scale (Demes & Geeraert, 2014), and Brief Socio-Cultural Adaptation Scale (Demes & Geeraert, 2014) were used. Results showed that ethnic discrimination, acculturation stress, nostalgia, and sentimentality were negatively correlated with psychological and socio-cultural adaptation. Sentimentality moderated the relationship of ethnic discrimination with socio-cultural and psychological adaptation. Moreover, sentimentality also moderated the relationship between nostalgia and psychological adaptation.

Особенности работы со студентами азиатского культурного профиля, обучающимися в России

The relevance of this topic is due to the need for socio-cultural adaptation of international students studying in Russian universities in general and students from Asia in particular. The purpose of this article is to consider the features of such adaptation of students from the Asia-Pacific Region (belonging to the Asian cultural profile) and China in particular. In the article, the author considers several issues. The first problem is the isolation of international students, which is aggravated by the insufficiently thought out policy of their resettlement in hostels, and information and cultural support on the territory of the Russian Federation. The author proposes measures to neutralize such omissions in administrative work, for example, various options for the institution of mentoring. The article also provides an overview of such an urgent problem as the use of modern communication channels not only to maintain operational contact with international students, but also for the purpose of their cultural and political adaptation. The author suggests some recommendations on the peculiarities of using social networks in working with students from Asia in general and from China in particular.

Socio-cultural adaptation of international students in the Siberian region

The problem relevance of socio-cultural adaptation of international students in the Siberian region is determined by several factors: rising interest of international students to regional universities (demand for certain educational programs); special characteristics of the Siberian region (climate, peculiarities of university, urban, regional environment); little experience of regional universities in teaching international students required constant monitoring for adaptation difficulties; need to optimize support to international studentsconsidering socio-cultural difficulties. The study aims to establish, analyze and classify the problems of socio-cultural adaptation; to define spheres particularly demanding support for international students in a Siberian region. The research methods were theoretical (analysis, synthesis, concretization, generalization); diagnostic (questionnaire); statistical ones. The questionnaire was carried onwith participation of 83 students from far-abroad countries studying the bilingual program (General Medicine Department, Siberian State Medical University) based on the international scale of socio-cultural adaptation. The calculations were madeusing IBM SPSS Statistics software. It resulted in revealing the factors contributing to psychological, socio-cultural, didactic barriers impeded learning process; identifying various types of difficulties affecting the process of socio-cultural adaptation were pointed out: basic, ethno-cultural (humor perception), regional (climate, searching familiar food), individual (participation in social events). The study establishes directions to support international students, ensure their successful integration into new cultural and educational community. The results should be useful for specialists of social and psychological services for timely assistance to international students of the Siberian regional universities; in preparing international students for learning and living in new socio-cultural conditions.

THE MODEL OF THE INTERCULTURAL ADAPTATION ECOSYSTEM OF UNIVERSITIES AS AN ELEMENT OF STRATEGIC DEVELOPMENT

The tasks of increasing the international competitiveness and export of Russian education within the framework of national development priorities are inextricably linked with the need to create a favorable environment for the adaptation of international students based on ecosystem and stakeholder approaches. The development of an integral and multidimensional model of the Russian intercultural adaptation ecosystem for universities and other educational organizations should take place with full recognition of the values of external and internal internationalization in all activities in order to form long-term key competencies. The model of the intercultural adaptation ecosystem should become a matrix and, in a way, a framework solution from the point of view of the strategic development of universities in the global world, taking into account rethinking and sophistication of their mission as a social institution in global partnership.The article offers a comprehensive vision of a model of an intercultural adaptation ecosystem of the educational organization with two contours – internal and external. The internal contour includes four components: values, practices, processes and structures. The external contour of the intercultural adaptation ecosystem of an educational organization also includes four components: inner Russian educational collaborations, international cooperation, interaction with national and cultural communities, and recommendations for authorities.The authors offer a detailed analysis of the factors and priorities of the necessary organizational changes in Russian universities in the context of the tasks of intercultural literacy skills’ strategic development for all participants and stakeholders of the educational process with further transformation into the competence of cultural intelligence.

The Importance of a Sense of University Belonging for the Psychological and Academic Adaptation of International Students in Germany

Abstract. Although a sense of university belonging has been established as a crucial factor for students’ academic success and subjective well-being, little is known about its importance regarding the adaptation of international students in Germany. Likewise, few studies have addressed the long-term reciprocal relations of a sense of university belonging and psychological and academic outcomes. To close this research gap, we analyzed data from N = 3,837 international students with a set of cross-lagged panel models. The results showed that a high sense of belonging is beneficial for international students’ adaptation in Germany as it is related to better well-being, higher study satisfaction, and lower drop-out intention. Furthermore, these indicators of psychological and academic adaption predicted the development of a sense of university belonging across the study entrance period, which points to the dynamic relationship between both kinds of constructs. We discuss the theoretical implications and the implementation of interventions that promote a sense of university belonging to increase the psychological and academic adaptation of international students in Germany.

Research Status about Influence Factors of International Students’ Cross-Cultural Adaptation with Different Models

With the advancement of global economic integration, the internationalization of higher education is constantly increasing, along with flourishing studies about cross-cultural adaptation of international students. Cross-cultural adaptation of international students was studied by researchers from different perspectives such as cross-cultural psychology, cross-cultural communication, and social psychology. To provide theoretical basis for the management of international students, this paper summarizes several predictors of cross-cultural adaptation with different models observed amongst international students.

Genesis of adaptation processes of foreign students in Ukraine

The article is devoted to the research of the topical problem of the adaptation of international studentsin Ukraine. In the modern multicultural world international cultural, educational, economic and politicalrelations are intensively developing. The scientific, cultural, economic elites of different countries areconverging and cultures are interpenetrating. This leads to an increase in the social significance of foreignlanguages in the development of the modern personality and society. There is a growing need for fast andhigh-quality learning of a foreign language, including Ukrainian as a foreign language. Getting an education in a foreign country is accompanied by a number of problems, one of which is the social and culturalenvironment adaptation.The stage of pre-university training plays a major role in the further education of international studentsin Ukrainian universities, so the problem of adaptation at this stage is the most important. The task ofteachers is to make cultural, linguistic, psychological and social adaptation successful. It should contribute tothe quality of the learning process at the main faculties in the chosen specialty, and also to the formation ofthe personality of the future specialist.The article highlights the types of work with international students that help to soften and acceleratetheir adaptation to the new educational, linguistic, social and cultural environment. Extracurricular work hasan important role. There are excursions, culture trips, visits to museums, theaters, philharmonic halls, sportscompetitions, contests, trips to other cities of Ukraine, etc. It helps to relieve stress from meeting a newculture and education system, to bring together representatives of different countries and cultures.Coordination of actions of teachers of different education institutions is also dominant in creatingcomfortable educational conditions and contributes to the successful adaptation of international students tothe cultural and educational space of Ukraine.In the future, it is planned to create a Center for Intercultural Communication of Foreign Students atthe Faculty of International Education of the National Technical University "Kharkiv Polytechnic Institute",which will help to reveal the creative abilities of international students and get acquainted with the originalUkrainian culture. The activities of the Center will help to form a comfortable social-psychologicalenvironment, to cultivate a tolerant attitude towards representatives of other cultures and religions throughthe participation of students in multinational group activities.&nbsp

Learning and growing in a foreign context: Review of literature on cross-cultural adaptation of international students

Research background: Research background: The evolving opportunities of studies at foreign universities and the geographical expansion of the labour market create the need of facilitating a process of adapting students to studying and working. Despite a rapid increase in the number of international students in the higher education sector, little is known about their adaptation. Purpose of the article: The aim is to point out the topicality and importance of the issue of adaptation of foreign students in the globalizing world in the form of the bibliometric analysis of scientific publications. Methods: We use a combination of methods: setting parameter search by keywords, number of citations and publications, their segmentation, as defined by classification disciplines, and graphical analysis. The sample used consists of articles from WoS - Core Collection. Findings & Value added: The findings of this study have important implications for universities and educators in relation to helping students in their pursuit of academic and work success. The results provide a broader view of the research continuum and the publishing trends, in the domain of the adaptation process of students studying at foreign universities.

The factors of adaptation of foreign students in the Kaliningrad socio-cultural environment

Regions where universities and research institutes are located are attracting a vast majority of international students. Providing appropriate conditions for the social and cultural adaptation for foreign students to a local culture and social environment of the universities is an urgent issue that requires attention with a scientific approach. In this research authors considered a number of factors affecting social and cultural adaptation of the foreign students. The factors are combined according to the framework of potential challenges: person-person, person-environment, person-educational organization. In order to overcome these challenges this research suggests a number of initiatives to allow for a successful adaptation of international students to the regional social and cultural environments.

SOCIAL AND CULTURAL ENVIRONMENT AS A FACTOR OF ATTRACTIVENESS OF RUSSIAN UNIVERSITIES (ON THE EXAMPLE OF UDMURT STATE UNIVERSITY, RUSSIA)

The conditions created for physiological, socio-cultural, psychological, and academic adaptation of international students play a crucial role in choosing a university for studying. The so-called intercultural dialogue is of great importance for the successful implementation of intercultural communication. Educational institutions, national and international partners work together to solve a new task related to ensuring students' access to distance learning, psychosocial support during and after isolation, and necessary medical care.

ACTIVITIES OF HIGHER EDUCATIONAL INSTITUTIONS AND PUBLIC ORGANIZATIONS OF THE REPUBLIC OF MORDOVIA ON ADAPTATION OF MIGRANT STUDENTS TO THE NEW SOCIO-CULTURAL SPACE: HISTORY AND MODERNITY

The Russian Federation is a multinational state. Globalization of the modern world leads to an increase in international ties. All this is reflected in the main directions of the state policy in the field of strengthening international cooperation and forming respect for historical values and cultural heritage of the peoples of the Russian state.
 
 The authors consider the main directions of activities carried out by regional higher educational institutions and public organizations in the field of adaptation of migrant students in the sociocultural space which is new for them.
 
 Since migrant students are a special category of population because of their age and social status, it is characterized by a number of special problems. Migrant students face many stressful effects of their new life environment. The quicker they adapt to new conditions, the more successful their learning process will be. Adaptation of international students has a long time character, as it is a very complex process. Students-migrants face great difficulties, among which are: a new sociocultural environment, unusual climatic conditions, an unfamiliar language and educational system.
 
 As practice shows, for a large number of foreign students, getting education in Russia is the so-called “launching pad” into future life. When receiving Russian education, foreign students hope to relocate to Russia for permanent residence, taking the citizenship of our state.
 
 Mordovian higher educational institutions continue to increase the export of educational services. Every year the geography of countries is expanding, admission of students from abroad increases. This trend will continue, as one of the objectives of the national project “Education” is to increase the number of foreign students.

Tatiana G. Stefanenko’s Contribution to the Development of Ethnopsychology at RUDN University: Inspiring Leadership

The article describes Tatiana G. Stefanenko’s cooperation with teachers and students of the Social and Differential Psychology Department of the Peoples' Friendship University of Russia (RUDN University), the most international university in Russia. The authors focus on contribution of T.G. Stefanenko’s contribution to the development of ethnopsychological science and practice at the RUDN University: teaching ethnopsychology, conducting intercultural competence trainings, organising joint scientific research on the intercultural adaptation of international students and other ethnopsychological problems.

ADAPTASI KEMANDIRIAN DAN KELESTARIAN PRESTASI AKADEMIK PELAJAR ANTARABANGSA UNIVERSITI AWAM MALAYSIA

The phenomenon of globalization catalyses the mobilization of international students to pursue higher education abroad. Malaysia is one of the destinations for international students where the advantage is synonymous with the country’s increasingly proactive internationalisation policy in recruiting international students. This initiative was taken to boost the position of Malaysian Higher Learning Institutions in the global league of prestigious education hub ratings. Therefore, the objective of this study is to focus on studying the feedback of the experience of the process of adaptation of international students’ independence which is the key to the arrival of these groups to this country. A qualitative approach using semi-structured interviews which involved 40 in-depth interviews of international students currently studying at four selected public universities. The findings had proven that there is a link between the adaptation of independence and sustainability of the academic performance of first-year students. The factors that have a different impact on the adaptation of international students’ independence are seen in the context of (i) English language as a medium of teaching and learning, (ii) ongoing accreditation, (iii) offering contemporary and added value programmes, (iv) customer satisfaction and service quality assurance and (v) university reputation recognition. The findings discussed in this paper are valuable information not only for prospective international students who wish to further their studies abroad but can also be used as a guideline for the universities’ management in understanding the implications of self-adaptation that has continuity with academic achievement among international students.

Cross-Cultural Transition and Psychological Adaptation of International Students: The Mediating Role of Host National Connectedness

Cross-cultural transitions are challenging and often have detrimental consequences for psychological well-being. This is particularly true for international students at tertiary institutions who are not only transitioning between school and higher education, but also between vastly different educational systems. This study tests a predictive model of psychological adaptation with international students whereby host national connectedness mediates the effects of personal resources and contextual factors on adaptive outcomes. A sample (N = 1527) of international tertiary students in New Zealand completed a survey that measured self-reported English language proficiency, perceived cultural distance, perceived cultural inclusiveness in the classroom, host national connectedness (defined by frequency of contact, number of friends, social support, and general belongingness), and positive (life satisfaction) and negative (psychological symptoms) indicators of psychological adaptation. Path analysis indicated that host national connectedness fully mediated the effects of English language proficiency on psychological symptoms and partially mediated the effects of language proficiency, cultural distance and cultural inclusion in the classroom on life satisfaction and psychological symptoms. The findings highlight the importance of international students’ relationships with host nationals, and the results are discussed in relation to strategies that could enhance student-host connectedness during cross-cultural transitions.

The impact of emotional intelligence on depression among international students studying in China: The mediating effect of acculturative stress

Psychological resources such as emotional intelligence are claimed to act as protective factors against negative psychological adjustment outcomes of acculturative stress and depression for international students in their intercultural transition in the host country despite the dearth of substantial empirical evidence. With this in mind, the study was conducted to investigate the relationships between emotional intelligence, acculturative stress and depression. The study recruited international university students (N = 506) who were purposefully drawn from seven Chinese universities located in Wuhan. Participants completed three self-report questionnaires: Emotional Intelligence Scale, Acculturative Stress for International Students scale and Center for Epidemiological Studies Depression Scale. The result of the study revealed that students with a higher level of acculturative stress were found to have greater depressive symptoms. The study also indicated that emotionally intelligent students were likely to experience a lower level of acculturative stress and fewer depressive symptoms. The finding of the study further suggested that students with a higher level of emotional intelligence were likely to experience a lower level of acculturative stress and consequently appeared less depressed. Findings of the present study may assist university communities to have an insight into the nature of emotional intelligence and its impact on acculturative stress and depression, and then make the best use of this insight to work on facilitating the psychological adaptation of international students in the new environment. Implications, limitations, and future research directions for the study are discussed.

Measurement of Cultural Intelligence and Its Impact on Psychological Adaptation of International Students in India

In recent years, India has emerged as a host to several students from various countries. It tenders cheap and affordable education to the globe. Post liberalization, economic boost to the Indian economy was attained due to educational tourism also. The major facade here is the adaptation of the international students to the Indian environment. One of the major aspects which positively contributes towards cultural adaptation among these sojourners is cultural intelligence. Researchers argued that the concept of cultural intelligence is significant for international students who are short term visitors in a foreign country. It is important for them to develop cultural intelligence competency, that is, metacognitive, cognitive, motivational and behavioural cultural intelligence as these capabilities lead to their cultural adaptation. In this context, the present study has been conducted with an aim to understand the relationship between the different facets of cultural intelligence and psychological adaptation of international students. The present study has also analysed the level of cultural intelligence and psychological adaptation among international students to understand the components of these dimensions which are less developed among international students. Data has been analysed using various statistical techniques, that is, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), mean and structural equation modeling (SEM). Results of the study have depicted a lower level of cultural intelligence among international students in India. Authors have concluded that behavioural cultural intelligence has shown a direct and positive relationship on the psychological adaptability of international students. These results, therefore, have practical implications for educational institutes and policymakers as it will help in drafting a policy framework for Indian higher educational institutes (HEIs).

Introduction

Introduction

Birds of a Feather Fare Less Well Together: Modeling Predictors of International Student Adaptation

Sociocultural adaptation to the host country is an important corollary to the psychological well-being of international students. We used structural equation modeling (SEM) to test a model of sociocultural adaptation and psychological wellbeing. International students in Ankara, Turkey (N = 161, mean age = 22.35) completed online surveys. Consistent with our hypotheses, interpersonal connections with host nationals predicted greater sociocultural adaptation (β = 0.250, p = 0.001) and interpersonal connections with co-nationals resulted in poorer psychological adjustment (β = −0.171, p = 0.025). Host-country language proficiency led to better sociocultural adaptation (β = 0.262, p < 0.001), and perceptions of greater cultural distance had a negative impact on both psychological (β = 0.314, p < 0.001) and sociocultural adaptation (β = 0.328, p < 0.001). Thus, students who were able to engage in relations with host-country nationals fared better. Our results provide insight for sending and receiving institutions regarding the preparation (e.g., exploring cognitive frames for immersion, language skills, reviewing coping strategies) and supportive services (e.g., connection with host country nationals) that will facilitate the adjustment of international students.

Tutor Support as a Tool of Social-Cultural Adaptation ofInternational Students in Russian Universities

In the conditions of increasing internationalization of higher education, attracting students from abroad is considered as one of the means of strengthening the country’s position in the world educational space. At the same time, the implementation of this indicator is complicated by the need to systematically, comprehensively change the educational and educational process and create favorable conditions for students from among foreign citizens. The purpose of this article is to consider tutor support as a tool of sociocultural adaptation of international students and its application in Russian universities. The authors analyze the concepts of “socio-cultural adaptation”, “tutor support” and show their relationship. The article considers such principles of modern education as openness, variability, dialog, individualization, creation of open information environment, and shows compliance with these principles of tutor support practice. The program of training of student tutors is presented and the content and forms of implementation of educational modules of this program are revealed. As a result of the analysis of the experience of the School of tutors and volunteers in Siberian Institute of management, the branch of RANEPA it is concluded about the prospects and opportunities of using student tutoring as a tool for adapting international students to study in Russian universities and an effective way of their involvement in joint sociocultural activities, allowing to reveal and develop their existing personal and educational potential. The experience of training students-tutors is aimed at creating favorable conditions for socio-cultural adaptation of international students in Russia.