Adjustment Of International Students Research Articles

Understanding the interrelations between cultural empathy, intercultural communication competence, and the psychosocial adjustment of international students in Canada: A longitudinal examination

International education offers transformative potential for personal and professional growth. Yet, navigating a new culture can be challenging due to language barriers and cultural differences. This longitudinal research delves into the potential of cultural empathy in promoting adjustment-related well-being of international students, particularly through enhancing their intercultural communication competence (ICC). Drawing upon the Process Model of Intercultural Competence and the Integrated Model of Intercultural Communication Competence, the current study (1) examines the interrelations of English Proficiency, Behavioral Flexibility, Ease of Interactions, Communication Effectiveness, and Communication Appropriateness as factors underlying a higher-order construct of communicative competence; and (2) explores the cross-temporal associations between cultural empathy, the five factors of ICC, and the psychosocial adjustment of international students to their host country. Students from a western Canadian university (N = 213) participated in the current study, who were surveyed three times over a 7-month period. The findings from confirmatory factor analysis underscore the integral role of interaction comfort, as well as effective and appropriate intercultural communication in fostering ICC. The random-intercept cross-lagged panel models reveal differential associations between cultural empathy, psychosocial adjustment, and the ICC factors, highlighting the merits of examining ICC in its constituent elements, as well as the importance of harbouring empathic, effective, and appropriate intercultural communication in cultivating positive intercultural experiences for international students. Together, the present findings provide insights for (1) advancing research on intercultural competence, and (2) developing initiatives in building a more empathic and inclusive global community that welcomes and supports international students in their sojourn.

The dynamics in the relationship between perceived cultural distance, cultural intelligence and adjustment of international students

This study investigates the dynamics between perceived cultural distance (PCD), cultural intelligence (CQ), and international students’ sociocultural, psychological, and academic adjustment. It examines whether CQ (its total score and four sub-components separately from the total CQ) moderates the relationship between PCD and adjustment. By investigating all three dimensions of students’ adjustment, and also distinguishing the four aspects of the CQ, it provides an especially fine-grained analysis of the link between PCD, CQ and international students’ adjustment. In a cross-sectional study, 341 international college students from several universities in the Netherlands participated in an online survey. Moderation analysis (Hayes Process Macro) indicated that overall CQ and motivational CQ moderated only the relationship between PCD and sociocultural adjustment. Further analysis show that when age, gender, level of study, and region of origin controlled, PCD consistently predicted all aspects of students' adjustment negatively. Overall CQ predicted only sociocultural and academic adjusment, but motivational CQ influenced all aspects of adjustment. Together, these results provide an insightful understanding of the role of international students' CQ in their adjustment in the face of cultural differences.

International Student Adjustment Scale (ISAS): Toward a Holistic Understanding of Adjustment Experience

International Student Adjustment Scale (ISAS): Toward a Holistic Understanding of Adjustment Experience

Multilevel analysis of factors affecting international student adjustment and success: A conceptual framework

In an increasingly interconnected world, the success of international students in higher education institutions has garnered significant attention. This concept paper presents a multilevel perspective framework aimed at comprehensively analyzing the myriad factors influencing international student success. By focusing on adjustment, acculturation, language barriers, and motivation, this proposal aims to elucidate mechanisms that could enhance the international student experience. The framework acknowledges the complexity of international student success, recognizing that it is influenced by factors operating at various levels, including individual, interpersonal, institutional, and societal levels. Understanding and addressing these factors holistically is crucial for devising effective strategies to support international students throughout their academic journey. Drawing upon existing studies and research findings, this concept paper aims to provide insights into the dynamics of international student success. Adjustment, as a crucial aspect, encompasses the process through which international students navigate the challenges of adapting to a new academic, social, and cultural environment. Acculturation further explores how individuals negotiate their identities within the host culture while maintaining aspects of their own cultural heritage. Language barriers represent a significant obstacle for many international students, affecting their academic performance, social integration, and overall well-being. Addressing language-related challenges requires tailored support mechanisms and interventions that facilitate language acquisition and proficiency. Moreover, motivation plays a pivotal role in shaping international student experiences and outcomes. Understanding the diverse motivational factors driving international students can inform the design of interventions aimed at fostering engagement, persistence, and academic success. By proposing a comprehensive framework that integrates these key dimensions, this concept paper seeks to contribute to the ongoing discourse on international student success. It underscores the importance of adopting a holistic approach that considers the interplay of various factors and levels of influence. Ultimately, enhancing the international student experience requires concerted efforts from educational institutions, policymakers, and other stakeholders to create an inclusive and supportive environment conducive to academic achievement and personal growth.

Research on the Mechanism and Intervention of Cross-cultural Psychological Adaptation of International Students in the Context of Digitization

Abstract The management and social problems caused by the psychological problems of international students have become more and more serious, and cross-cultural adaptation has a very important influence on the integration of international students into new environments and cultures, which has been increasingly concerned by the education circles at home and abroad. In this paper, we investigated the psychological adjustment ability and demographic characteristics of international students and analyzed the correlation between different factors and cross-cultural psychological adjustment ability based on the statistical results. After analyzing different groups of international students with different types of psychological adjustment abilities using the LPA method, a reasonable intervention plan is formulated. The mediation effect analysis method was also utilized to explore the impact and mechanism of interventions on psychological adaptation. The study’s results indicate that metacognition and cross-cultural psychological adjustment have a high correlation coefficient (0.773), which suggests that this factor can have a significant impact on the psychological adjustment of international students. It was also found that the intercultural psychological adjustment interventions for international students positively and significantly affected the intercultural psychological adjustment ability (B=0.085, P=0.032), indicating that the intervention program can improve the intercultural psychological adjustment ability of international students through psychological capital. This study provides a reference for the later targeted construction of intervention strategies to improve international students’ cross-cultural psychological adjustment and also paves the way for future studies to specifically analyze the mechanisms of international students’ cross-cultural psychological adjustment.

외국인 유학생의 한국 대학축제 선택 속성, 만족도, 재방문 의도

Purpose The research purpose is to observe emerging foreign students in Korean colleges and to verify whether the college festival can function to facilitate to foreign student adjustment. Therefore, in order to allow more foreign students to participate in and be satisfied with college festival, festival selection attributes in college setting are needed, and also different perspectives on festival derived from overseas school life adjustment should be found.
 Methods Self-administered survey was conducted on Chinese students, who are account for the majority of international students, and 221 questionnaires were finally analyzed.
 Results Hypothesis 1: College festival selection attribute had partially a significant effect on the college festival satisfaction. Hypothesis 2: College festival satisfaction had a significant effect on the revisit intention. Through this findings, college festival selection attributes which required and expected by foreign students were found by linking selection attribute to satisfaction. Hypothesis 3: Different overseas school life adjustment groups had showed significantly different in college festival selection attribute, satisfaction and revisit intention. Since there are differences in festival-related behavior variables depending on the adjustment of international students' school life, clues have been prepared to understand the causal relationship between the festival and adjustment.
 Conclusion The significance of findings is that festival will be served as foreign students’ school life adjustment and deliver insight on how to prepare college festival.

Effects of Intercultural Communication on Academic Achievement of Chinese Overseas Students in the UK

Nowadays, numerous Chinese students are struggling for admission to internationally renowned schools among English-speaking countries. In this case, an influencing factors on their academic performance, intercultural communication, is demonstrated under the consideraton of language education. This paper mainly focuses on the learning adjustment of international students from China in order to illustrate the helpfulness of intercultural communication towards academic records of Chinese students. By improving intercultural communicative competence, language proficiency and having more intercultural social contact could have a positive impact on the academic performace of Chinese students abroad. indicate that more frequent cross-cultural interaction could have a positive influence on the study of Chinese students abroad.

Is University Support Effective? A Longitudinal Study of Cultural Adaptation of South Asian Students in Chinese Universities

The successful adjustment of international students to the new environment depends on their ability to interact effectively with the external environment. However, the literature has not yet provided a clear understanding of how the support provided by host universities affects the academic achievement and cultural adaptation of international students, particularly in longitudinal studies involving students from different countries and regions in China. Based on Student-centered Learning Engagement framework, this study developed and tested a model composed of three variables—university support, academic achievement and cultural adaptation, and collected data from South Asian students at Chinese universities from 2017 to 2019 through questionnaires. The findings revealed that university support significantly affected cultural adaptation through academic achievement. The study suggests that Chinese universities should provide appropriate levels of support for international students to achieve positive academic outcomes, and to better understand and adapt to the universities, societies, and cultures.

Academic adjustment of international students studying in South Korea: the Global Korea Scholarship program perspective

Abstract The study was to investigate the academic adjustment of international students studying in South Korea under the Global Korea Scholarship Program. Previous research has shown that academic adjustment is linked to the achievement and satisfaction of international students at higher education institutions. Two research questions shaped the current study: (1) examining the correlations between the variables included in the study and (2) identifying the significant variables that contributed to international students’ academic adjustment. The Multicultural Personality Survey and Academic Adjustment Survey were utilized as the primary instruments and were administered online over one and a half months. A total of 100 participants from diverse demographic backgrounds were involved in the data collection. Correlational analysis and regression analysis were employed to answer the two research questions. The results of the correlational analysis revealed that there were higher correlations observed between multicultural personality and GPA, preferred language and multicultural personality, as well as multicultural personality and the Academic Adjustment Survey. Additionally, the regression analysis indicated that Korean language proficiency and preferred language proficiency emerged as significant variables that impacted international students’ academic adjustment. The results provided further insights into the factors contributing to academic adjustment among international students in South Korea.

Adjustment Challenges of International Students: Implications for Social Work Practice

International students are confronted with copious challenges as they endeavor to study abroad. This study investigates the adjustment challenges international students encounter as they transition to their new environment, and the coping mechanisms or adaptation strategies they use to survive the challenges they experience. The role of the social worker in helping international students adjust, and collaborating with appropriate college offices to strategically position themselves to support international students is also discussed. A mixed method of study was utilized. A modified version of the Michigan International Students Problem Inventory (MISPI) was used in addition to data collected through survey questionnaires. Descriptive and inferential statistical methods (mean, standard deviation, t-test, and One Factor ANOVA) were used to analyze the data. This paper is an extension of my doctoral dissertation. While drawing on useful literature and other important information from my dissertation for the analysis, the work is also different from many perspectives in terms of new scholarly sources, enhanced ideas, and analyses. Results of the study revealed several challenges international students encountered with racism, discrimination and relationship between faculty and students being the greatest. It is imperative for social workers to support institutions to provide resources that caters to the specific needs of international students. Creating a positive and welcoming environment is crucial for the efficacious adjustment of international students.

Effects of Chinese Language Learning Anxiety on the Mental Health of International Students in China: The Chain Mediating Effect of Campus Adaptation and Academic Resilience.

Studies have shown that Chinese language learning anxiety among international students in China can negatively affect their psychological adjustment. However, the specific effects and conditions of learning anxiety need to be further investigated. This study explored the mediating effects between Chinese language learning anxiety and psychological adjustment of international students in China. Chinese Learning Anxiety Scale, Campus Adaptability Scale for International Students in China, Academic Resilience Questionnaire for International Students in China, Zung's Self-Rated Depression Scale were administered to 307 international students from Nanjing Normal University in China, including 165 male students and 131 female students, aged 19-28 (M =21.42; SD = 1.528). Chinese language learning anxiety significantly predicted the psychological well-being of international students after controlling for gender and age variables. Furthermore, Chinese language learning anxiety predicted the mental health of students through the independent mediating effect of campus adaptation and academic resilience, as well as the chain mediating effect of campus adaptation and academic resilience. The study has theoretical and practical significance for improving international students' psychological adaptation and health, and implications for those involved in the management and teaching of international students in China. The research conclusions are as follows: firstly, when the Chinese learning anxiety of international students in China is strong, their campus adaptation and psychological resilience are reduced, and levels of depression increase; secondly, grades are significantly correlated with anxiety dimensions, and higher grades are associated with lower anxiety levels; finally, the mediating effects of campus adaptation and academic resilience were significant, together with a significant chain mediating effect of campus adaptation and academic resilience.

Adjustment challenges and coping strategies of Arab female international university students.

Over the past decade, Türkiye has experienced an increasing influx of international students, particularly from various Arab countries. The significant number of Arab international university students has prompted researchers to pay more attention to the experiences of this population in the country. This study examined the adjustment problems experienced by Arab female international university students in Türkiye. The research has a mixed methods design and includes both quantitative and qualitative studies. In the quantitative study, the International Students Adjustment Scale (ISAS) was used with 373 participants to examine the challenges in which dimensions of adjustment (academic, sociocultural, or personal) were more challenging for the study group. In the qualitative study, semi-structured interviews were conducted with 19 Arab female international university students to gain a deeper understanding of their experiences in the domain that is found the issues are more profound. Data from the quantitative study revealed that these students experienced similar challenges in each dimension of adjustment; however, problems in the sociocultural domain were much more profound. In line with the quantitative study, the interview questions of the qualitative study were prepared to explore the sociocultural domain and included the pre-arrival expectations, the post-arrival adjustment challenges, and the coping strategies of the study group. The Results of the qualitative study showed that although their prearrival expectations were almost met, they encountered various problems, ranging from cultural differences in daily activities to discrimination. It was also found that many of them were reluctant to ask for help, and to cope with adjustment problems, they usually used maladaptive or dysfunctional coping strategies such as avoidance and isolation. The findings of the quantitative study are in line with the previous studies that the overall adjustment of international students is influenced by different domains that are broadly academic, sociocultural, and personal. Among them, the sociocultural domain is found as the one in the study population that encounters more challenges. The results of the qualitative study support the findings of previous studies related to prearrival expectancies, provide more understanding of adjustment challenges and bring more information about adopted coping strategies.

중국 유학생의 학업스트레스와 대학생활적응에 자기조절능력이 미치는 매개효과 분석

This study verified whether self-regulation ability mediated the relationship between academic stress and college life adjustment of Chinese international students. To achieve the purpose of this study, a survey was conducted targeting Chinese students at universities in Busan. The summary of the research results is as follows. First, looking at the correlation between academic stress, college life adjustment, and self-regulation ability of Chinese international students, academic stress showed a significant negative (-) correlation with self-regulation ability, and a significant negative (-) correlation with college life adjustment. -) appeared. Self-regulation ability showed a significant positive (+) correlation with college life adjustment. Second, Chinese students

The effects of academic adaptation on depression of international students in China: A case study on South Asian students of TCSOL teacher program

The empirical research has not provided definitive answers to questions about how to assess and report academic adjustment and whether or not it influences psychological and sociocultural adjustments. This study is a longitudinal investigation into the relationship between academic and psychological adjustment of international students from South Asian countries in a cross-cultural learning context who partied in Teaching Chinese to Speakers of Other Languages (TCSOL) teacher education programs in Chinese universities. Using Zun's Self-Rating Depression Scale and the self-developed Scale of Academic Adaptation, the first test in December 2017 (T1) and the second in December 2019 (T2) were conducted to measure depression, learning motivation, learning behavior, learning efficacy, academic achievement, and satisfaction of South Asian students. The paper discovered significant positive correlations between five variables, indicating an interaction between the five aspects showing how involved and effective overseas students were in learning in China and a cross-lagged relationship between depression and academic adjustment. This longitudinal empirical study of international students in China aimed to help expand the application of cross-cultural adjustment theory in different educational backgrounds, and provide diverse samples and methods different from the traditional western perspective.

Exploring How Cultural Identity and Sense of Belonging Influence the Psychological Adjustment of International Students

Exploring How Cultural Identity and Sense of Belonging Influence the Psychological Adjustment of International Students

Predicting adjustment of international students: The role of cultural intelligence and perceived cultural distance

Despite years of investigation on international students’ adjustment, cultural distance and cultural intelligence, the definitions of and the relationship between these concepts are not yet sufficiently well established. This article further explores the three concepts and their possible interrelations. We propose a hypothesized model that considers subjectively perceived cultural distance (PCD) a variable of specific importance, and wherein we assume that the relationship between PCD and international students’ adjustment is moderated by students’ cultural intelligence (CQ). Our model aims to better explain the dynamics between these variables; it posits that students’ CQ level will affect whether and how PCD may influence international students’ psychological, sociocultural and academic adjustment in the host country. Consequently, the model offers several implications for future research and possible interventions to support international students’ adjustment in higher education.

SOCIAL ADAPTATION OF INTERNATIONAL STUDENTS IN THE CONDITIONS OF TRAINING DURING COVID-19 PANDEMIC

Introduction. Social adaptation is an important part of adjustment of international students to training at educational establishments. Better academic achievements among international students are associated with the University membership and a high level of cross-cultural relations. All the components of social adaptation in the conditions of training during COVID-19 pandemic naturally have undergone substantial changes. It is also reflected on psychological state of students, since every country of residence introduced certain quarantine regulations at different times. Some of these regulations were rather strict including curfew and prohibition to leave the house. Under such conditions worries of parents concerning incidence of COVID-19 at home and the country of residence cannot be excluded, as well as intensification of nostalgia due to impossibility to cross the border and return home etc.Objective of our research was to study the main components forming social adaptation of international students in the conditions of quarantine caused by COVID-19.Materials and methods. Our study involved 220 junior students of the 1st-3rd years of training at Bukovinian State Medical University (BSMU). In order to obtain maximum objective and reliable results, the survey was anonymous and randomized involving every third student of a corresponding year of studies. The whole list of questions was arranged into one questionnaire. A student had to give a positive or negative answer. Social adaptation of international students was assessed by means of the Student Adaptation to College Questionnaire (SACQ) developed by Robert W. Baker and Bohdan Siryk (1989, 1994) with the author’s changes and modifications. About 85% of students involved in the survey were from India, about 4% – from Ghana, the rest 11% of the students were from other countries of Asia, Europe, Africa and USA.Results. Under conditions of transfer to the distance learning under pandemic conditions due to COVID-19 the components of social adaptation of international students remain on rather high levels. Thus, the level of general social adaptation under the above conditions remained on the highest and high rates among 55% international learners of higher education, and the rate of social distancing and communication with other people was in 41,4% of foreigners. Nostalgia level was maximum among 55,5% of international students under quarantine conditions of studies, and the rates of social adaptation to the environment remained on the highest levels practically among 80% of respondents.At the same time, direct interrelations of a moderate and strong levels are found between general social adaptation and social distancing with other people, nostalgia, social adaptation to the environment, between social distancing with other people and nostalgia, social distancing and social adaptation to the environment, and between nostalgia and social adaptation to the environment.Conclusions. One of the important components for successful academic progress of international students is their social adaptation.At the same time, all the major components of social adaptation in the form of general social adaptation, social distancing and communication with other people, nostalgia and social adaptation to the environment remain on the highest or rather high levels among the prevailing majority of international applicants of higher medical education under conditions of new forms of training during pandemic caused by COVID-19.

From Macau to the United States and Canada

Framed as a narrative inquiry, this investigation focuses on the lived experiences of Seth, a 24-year-old international student from Macau at a university in Ontario prior to the pandemic. Semi-structured interviews were employed to explore the participant’s experiences of belonging and identity formation over the course of his transnational journey. Seth’s story highlights the importance of social interaction for the sociocultural adjustment and academic performance of international students. As universities in Canada prepare to welcome international students for face-to-face instruction in the fall of 2021, this investigation becomes a timely reminder of the importance of adequate socio-academic support for international students.

The dual processes of health impairment and motivation in international student adjustment in China: insights from a demands-resources model.

China has become one of the leading study abroad destinations worldwide. Recent research also indicates that international students encounter diverse life challenges and mental health issues in China. Therefore, scholars have shown increasing interest in their adjustment in Chinese social and academic settings. Seeking theoretical guidance from the Job Demands-Resources Model with mediation and moderation assumptions, our study aimed to test the dual processes (i.e., the health impairment process and the motivational process) leading to academic, sociocultural, and psychological adjustment, among international students sojourning in China. Using a convenience sampling method, our study recruited 1,001 participants (535 males and 466 females; Mage = 22.73; SD = 1.62) who completed an online survey including scales of perceived cultural distance (contextual demands), social support from local members (contextual resources), coping self-efficacy (personal resources), acculturative stress, intercultural engagement, as well as three types of cross-cultural adjustment (academic, sociocultural, and psychological adjustment). Results based on the structural equation modeling (SEM) analyses indicated that perceived cultural distance had indirect relationships with the three types of adjustment through the mediator of acculturative stress. Social support from locals had indirect relationships with the three types of adjustment through the mediators of acculturative stress and intercultural engagement. Coping self-efficacy had indirect relationships with academic and sociocultural adjustment through the mediator of intercultural engagement. Additionally, social support from locals was revealed as a moderator that buffered the relationship between perceived cultural distance and acculturative stress. These mediated and moderated relationships not only confirmed the dual processes underlying international student adjustment, but also added new knowledge of how demands and resources can interplay to predict the dual processes.

Mental Health, Well-being, and Sociocultural Adjustment of International Students: Role of Physical Activity during the COVID-19 Pandemic

Jevgenij Razgulin1, Agnė Slapšinskaitė-Dackevičienė2 , Kastytis Šmigelskas1 1Department of Health Psychology, Faculty of Public Health, Medical Academy, Lithuanian University of Health Sciences, Tilžės g. 18, Kaunas LT-47181, Lithuania. 2Health Research Institute, Faculty of Publich Health, Medical Academy, Lithuanian University of Health Sciences, Tilžės g. 18, Kaunas LT-47181, Lithuania. Abstract The aim of this study was to assess physical activity and its role in international students’ sociocultural adjustment, well-being, and mental health indicators during the COVID-19 pandemic. In total, 175 second-year international students participated in this study. They filled in the self-reported questionnaire. The study revealed that 47% of international students were moderately active and 64% of those students were vigorously active. In total, 62% of the sample reported having symptoms of depression and 37% had symptoms of anxiety on a moderate or severe level. More than half of international students expressed adequate well-being. This study also revealed, that more vigorously and moderately physically active students had a better sociocultural adjustment. Moreover, vigorously active students had better well-being and subjective health. They also had fewer symptoms of depression and fewer psychosomatic symptoms. However, no associations were reported between physical activity and anxiety among international students. Overall, as physical activity plays an important role in international students’ sociocultural adjustment and their mental health different moderate and vigorous activities should be facilitated among the students to promote their well-being. Keywords: International students, Physical activity, Sociocultural adjustment, Mental Health, Well-being.