Adjustment Of International Students Research Articles

The HEXACO personality traits, cultural intelligence, and international student adjustment

Cross-cultural adjustment is a challenge faced by sojourner groups around the world. Although associations between the Big Five personality traits and cross-cultural adjustment are well established, less is known about the six-factor HEXACO model of personality and adjustment. Moreover, recent research has considered whether individual differences in cultural intelligence (CQ) might supplant personality traits for predicting adjustment. The present study examined the HEXACO personality traits and four facets of CQ as predictors of cross-cultural adjustment for a sample of 355 international students attending university in the United States. A series of hierarchical regression analyses revealed that several facets of CQ predicted incremental variance in students' cross-cultural adjustment over and above the HEXACO traits across all dimensions of adjustment. Conversely, several HEXACO traits predicted incremental variance in students' interaction and school-related adjustment over and above CQ. Cognitive CQ and motivational CQ demonstrated consistent criterion-related validities for predicting all facets of adjustment. Additionally, Extraversion was related to interaction adjustment, and Conscientiousness was related to school-related adjustment over and above students' standing on the facets of CQ. Rather than considering cultural intelligence and personality traits as in conflict, researchers should consider these characteristics as complementary yet distinct predictors of cross-cultural adjustment.

재한 중국인 유학생의 문화적응 스트레스가 심리적 안녕감과 학업적응에 미치는 영향

재한 중국인 유학생의 문화적응 스트레스가 심리적 안녕감과 학업적응에 미치는 영향

The Role of Similar Belief and Religion Practices in the Adjustment of International Students

The Role of Similar Belief and Religion Practices in the Adjustment of International Students

Towards an integrated conceptual model of international student adjustment and adaptation

ABSTRACTDespite a burgeoning body of empirical research on ‘the international student experience’, the area remains under-theorized. The literature to date lacks a guiding conceptual model that captures the adjustment and adaptation trajectories of this unique, growing, and important sojourner group. In this paper, we therefore put forward a conceptual model of international student adjustment and adaptation which integrates theory and recent empirical research exploring the academic, psychological, and sociocultural aspects of and influences on the experience of study abroad. The article discusses, from an intercultural and educational research perspective, contributory factors to international student adjustment. It also details the theoretical background underpinning the model. We conclude by showing how the proposed integrated model can serve as a heuristic tool for international students and higher education practitioners, and we discuss its implications for practice and application. We also show how it can serve as a reference point for a research agenda.

Acculturation Motivation in International Student Adjustment and Permanent Residency Intentions

The present study uses a two-phase mixed-methods design to explore the role of motivation to acculturate within the international student experience. Hierarchical regression analyses were conducted to test acculturation motivation (AM) as a predictor of international student adjustment and permanent residency intentions, over and above age, gender, academic year, and English competence. Greater motivation to acculturate was indeed a significant predictor of international student adjustment and increased intentions of pursuing permanent host country residency. To better understand how international students’ experiences relate to levels of AM, qualitative analyses were employed. International students with low levels of AM were more likely to express negative feelings about cross-cultural adjustment, university perception, and peer relationships, compared to students with high levels of AM. Despite such differences, academic and developmental struggles as well as academic successes were similarly voiced across both comparison groups.

Impact of Acculturative Stress and Social Support on Academic Adjustment of International Students

The aim of the study was to examine the relationship between academic adjustment, acculturative stress and perceived social support. The sample of the study consisted of 298 international students who were randomly selected among 1520 international students studying at four different universities in Turkey. The results of this study revealed that there were negative correlation between academic adjustment and acculturative stress, and positive correlation between academic adjustment and perceived social support. The results demonstrated that acculturative stress and perceived social support were significant predictors of academic adjustment of international students.

After six decades: Applying the U-curve hypothesis to the adjustment of international postgraduate students

The research described in this article concludes that the widely cited U-curve hypothesis is no longer supported by research data because the adjustment of international postgraduate students is a complex phenomenon that does not fit easily with attempts to define and categorize it. Methodological issues, different internal and external factors, cultural expectations, individual responses or attitudes, and global developments are also discussed as aspects associated with the improper application of the U-curve hypothesis. This research adds to theoretical understanding associated with the adjustment of international students and, in practical terms, increases our current knowledge regarding student recruitment and international student support services.

Factors that Contribute to the Adjustment of International Students

Leaving home to attend college is an important milestone for college students. However, the transition from home to college can be challenging, especially for students studying abroad. In this article, the authors explore factors that contribute to the academic, cultural, social, and psychological adjustments of international students. Adjustment issues include psychological distress such as homesick, depression, and anxiety. This article seeks to increase the reader’s understanding of some of the issues faced by international students during the process of adjusting to a new collegiate environment. More specifically, the article discusses factors that contribute to adjustment and different phases of cultural adjustment. This article may help the students, educational institutions, and policy makers to provide the resources necessary for a seamless transition for international students to overcome the issues.

Cognitive Adjustment of International Students in a Malaysian Public University

This study contributes to the ongoing interest of research into the sociocultural adjustment of international students in host universities in Malaysia. This study examined the sociocultural adjustment of Yemeni postgraduate students in a Malaysian public university. This study adopts a quantitative design (a survey) in which a questionnaire was used to gather data. The data were analysed using SPSS. The results have revealed that the major aspects of cognitive adjustment problems faced by Yemeni postgraduate students in Malaysia include dealing with people of higher status, dealing with people in authority, and understanding the local accent/language. These cognitive adjustment problems can be attributed to postgraduate students’ sociocultural and educational background.

Exploring the adjustment of international university students in relation to dietary practices

Purpose – The purpose of this paper is to analyze the influences of different variables on the dietary adjustment process of international university students. More specifically, the authors investigate how ethnocentrism, perceived risk, and external influences affect their adjustment processes by considering three different temporal stages and exploring adjustment in relation to dietary practices. Design/methodology/approach – After performing an in-depth review of the relevant literature, a structural equation analysis is conducted. This analysis relies on data from a sample of 139 international students enrolled in a Spanish university. Findings – The results reveal that ethnocentrism is significant only in the second stage of the adjustment process. The level of perceived risk decreases during the adjustment process but also depends on the features international students have in common with the host culture; in contrast, external influences are important in all stages. Research limitations/implications – International students should not be treated the same way during different stages of their adjustment. For example, during the first stage, the focus should be on minimizing their perceived risk and guaranteeing a safe environment in which they feel comfortable with buying. The role of the media and the training of salespeople should be highlighted in the second stage of adjustment. Practical implications – The dietary adjustment for this group of short-term migrants is different than other groups, which tend to return to their country of origin. In contrast, international university students try to assimilate the host culture and be part of it. Social implications – In the context of consumption, because international university students are influenced by all constructs detailed in this study, it is necessary to formulate a specific approach for each stage. Originality/value – This research evidences how there is a great opportunity for diverse operators (e.g. universities, food retail chains) to influence the consumption habits of international university students, because they are more receptive than other migrant groups.

Career Aspirations and Emotional Adjustment of Chinese International Graduate Students

There are more Chinese student-scholars than any other group of international students studying in the United States. Despite this, there are relatively few studies that have focused on specific educational needs and required career support services for Chinese international students. This exploratory study was conducted to determine the relationship between career aspirations and emotional adjustment of Chinese international students. Results from Chinese students were compared with those of students from the United States. Relationships between the career aspirations and emotional adjustment of Chinese and U.S. students did not reveal statistically significant differences. However, regression analysis indicated that social stress was a statistically significant predictor of career aspirations for U.S. students. Chinese and U.S. students were more alike than different on career aspirations and emotional adjustment, and observed educational similarities appeared to outweigh any cultural differences that existed when determining these outcomes.

The Forgotten Half: Understanding the Unique Needs of International Student Partners

With the increasing enrollment of international students in North American universities, the need to support the adjustment of international students has also increased. One factor consistently identified as essential to successful student adjustment is having a strong support network, including familial support. Previous research investigating the needs of international students’ partners is limited and has suggested that partners may face greater barriers to adjustment than international students. The current study was conducted to better understand the needs of partners as well as potential barriers they face when attempting to access services. Although limited by sample size, the results suggested that partners are interested in increased support in helping their transition to local living and mainstream culture.

국내외국인유학생의 대학생활적응 예측모형검증

This study was done to identify the causal relationship among the factors related to the university life adjustment of international students in Korea. The data was collected between June 1, 2013 and July 15, 2013, from 363 international students at a university located in Seoul, Korea. Collected data was analyzed with SPSS 20.0 for descriptive statistical analysis and the model was tested with AMOS 20.0. This study demonstrated that the university life adjustment of international students in Korea were impacted by individualism, acculturation stress, self-efficacy, active coping and passive coping, and self-efficacy and active coping were observed as having indirect effects. In order to promote the successful university life adjustment of international students in Korea, it is necessary to devise strategies and solutions to increase the self-efficacy of intentional students and encourage active coping.

Psychological and sociocultural adjustment of first-year international students: Trajectories and predictors.

Despite the increasing number of international students in U.S. universities, the temporal course of international students' adjustment has not been adequately tested, and only 1 study to date has examined multiple trajectories of adjustment. Therefore, the first goal of the current study was to explore multiple trajectories of adjustment among first-year international students using a broader range of adjustment measures (i.e., psychological distress, positive psychological adjustment, sociocultural adjustment). The second goal was to identify important predictors of trajectories. A wide range of individual and interpersonal predictor variables was examined, including academic stress and perceived control over academic stress, personality, social relationships, and language-related factors. Undergraduate and graduate international students in their first semester at a large midwestern university participated in this 5-wave longitudinal study (N = 248) that spanned 1 academic year. Multiple trajectories emerged, and the trajectories varied across the 3 adjustment measures. Average trajectories masked the trajectories of small groups of students who maintained or increased in terms of adjustment difficulties across outcomes. Contrary to popular theories, the U-shape adjustment trajectory (characterized by initial euphoria, distress, and then recovery) did not emerge. The most consistent predictors of adjustment trajectories were perceived present control over academic stress and Neuroticism.

Shaping the future of a globalized world

Purpose– The purpose of this paper is to understand how everyday cross-cultural interactions affected the adjustment of undergraduate international students attending a private university in the northeastern United States of America.Design/methodology/approach– Data were collected primarily through interviews with nine international students and observations at “Eastern University”. Students were purposively selected to balance gender and world regions. Analysis used constant comparison until findings emerged, which were member-checked with study participants (Merriam, 2009).Findings– Findings show that the impact of university diversity initiatives for promoting everyday cross-cultural interactions is described as creating an us/them divide, promoting solidarity and establishing a cultural presence. It is concluded that formal university events foster recognition of the campus diversity international students help provide, but their impact on everyday cross-cultural interactions is both positive and negative. Additionally, the mode by which undergraduate international students are introduced to their US campus affects their integration and future interaction patterns.Research limitations/implications– Further research is needed to explore higher education institutions (HEIs)’ connection to human resource development (HRD) for shaping the future global arena. Studies that address the continuum from higher education to the workforce are needed to prepare the next generation of professionals for a global world. This study is limited due to small sample size. Findings are not generalizable in a statistical sense, but HRD professionals in HEIs may compare the details in this study with their own institutions.Originality/value– This study contributes to the discussion of national HRD by addressing international students and their insights into how diversity programs impact adjustment in an American setting. Additionally, organizational and faculty development initiatives in academic institutions can be improved by understanding the insights found in this study.

International Students as ‘Ideal Immigrants’ in Canada: A disconnect between policy makers’ assumptions and the lived experiences of international students

Recent policy changes in Canada highlight the strategic role International Students (IS) in the country’s economic development and future prosperity. With the release of Canada’s first international education strategy, the federal government has intimately tied international education to the domestic economy by attracting and retaining skilled workers to prepare Canada for the global market place. IS are particularly desirable candidates for permanent residency because their Canadian credentials, proficiency in at least one official language, and their relevant Canadian work experience is assumed to allow them to integrate more easily into the labour force upon graduation. Through 11 focus groups with 48 IS from two post-secondary institutions in the province of Ontario, we explored the adjustment of IS as they adapt to Canada and transition from student to worker. Thematic analysis suggests a disconnect between policy makers’ assumptions and the lived experiences of IS in Canada. Specifically, we find that IS’ integration into Canadian society into the domestic labour market is hindered by adjustment difficulties pertaining to language abilities, poor connectedness to host communities, and perceived employer discrimination against IS. We offer policy recommendations for how international education can better prepare IS for the Canadian labour market.

Cultural Intelligence Trajectories in New International Students: Implications for the Development of Cross-Cultural Competence

Despite considerable research, a major challenge today is to define and assess the development of cross-cultural competence. The aim of this study is to better understand the role of cultural competence in the adjustment of international students studying in the United States. We examined distinct trajectories of cultural intelligence (CQ) over time, as well as several environmental/situational predictors of CQ and related psychological outcomes. The sample consisted of 221 Chinese international students studying in the United States. CQ was measured through a self-reported Cultural Intelligence Scale over 4 time points (prearrival, first month, second month, and third month). Four distinct groups of CQ trajectories emerged over these 4 time periods: (a) consistently high CQ scores (High CQ; 72%), (b) decreasing CQ scores (Decreasing CQ; 13%), (c) increasing CQ scores (Increasing CQ; 8%), and (d) a sharp decrease in CQ scores over the first 2 months which later rebounded at the third month (Rebounding CQ; 7%). Factors that significantly predicted the CQ trajectories were connectedness with mainstream society, anxiety, perceived language discrimination, and marginally coping through family support. Moreover, CQ trajectories were more associated with positive psychological outcome indicators (i.e., positive affect and satisfaction with life) than with negative affect. Practical implications and future directions were also discussed.

Dancing with an Illegitimate Feminism: A Female Buginese Scholar’s Voice in Australian Academia

Dancing with an Illegitimate Feminism: A Female Buginese Scholar’s Voice in Australian Academia

Adjusting to New Places: International Student Adjustment and Place Attachment

Using data obtained from in-depth semistructured interviews, we examined international students’ attachments to place in the local American Midwestern community where they have attended college for at least 2 years. The results of this study suggest that participants engage in a process of renegotiation of meanings attached to new places in ways that fulfill specific needs, such as a desire for social interaction, an opportunity for self-expression, and the expression of their emotional experience. The implications of the study results contribute to understanding the role of place attachments in the process of adjustment to another culture, as places seem to be evaluated and redefined so that they are experienced in congruence with the self.

Hubungan Dimensi Kepribadian The Big Five Personality dengan Penyesuaian Diri Mahasiswa Asing di Universitas Udayana

International students are vulnerable to have adjustment issues and faced stressful events when they study abroad (Yusoff & Chelliah, 2006). How they cope with adjustment issues depends on their unique personality (Ward, Leong, & Low, 2004). This quantitative research with correlational approach is aimed to find out the relationship between personality dimensions from The Big Five Personality and adjustment of international students in Udayana University. One hundred and forty five international exchange students across nations who stayed in Bali for maximum of one year and have a course in Udayana University became subject of this research. Personality was measured by The Big Five Inventory (reliability = 0,946) and sojourner adjustment was measured by Sojourner Adjustment Measure that modified from Pedersen’s (2011) version (reliability = 0,785). Data has a normal distribution, those are p = 0,776 for personality and p = 0,199 for adjustment and also has a linear model (p = 0,000). Partial correlation was performed to do the analysis. The result indicates that there are positive and significant relationship between agreeableness (r = 0,285, p < 0,05) and openness to new experience (r = 0,136, p < 0,05) towards adjustment of international students in Udayana University. However, there are no significant relationship found in extraversion, conscientiousness, and neuroticism towards adjustment of international students in Udayana University. Keywords: personality, The Big Five Personality, sojourner adjustment, international students.