Sociocultural Adjustment Research Articles

Exploring resilience as a mediator and moderator in the relationship between cultural intelligence and sociocultural adjustment: A study of expatriates in Switzerland

Recent studies suggest that cultural intelligence (CQ) and resilience play a key role in sociocultural adjustment in expatriate populations. The current study aimed to clarify the relationships between CQ, resilience and sociocultural adjustment in a population of expatriates in Switzerland. Participants (N = 126) completed validated, self-report measures of resilience, cultural intelligence, and sociocultural adjustment and hierarchical linear regression, mediation and moderation analyses tested relationships between the study variables. Preliminary results verified findings from previous research indicating that increased resilience and CQ predict fewer sociocultural adjustment difficulties. Additional analyses showed that the CQ Skills subscale explained a significant amount of variance in sociocultural adjustment while the other subscales, metacognition and knowledge, did not. Finally, we found that resilience partially mediates the relationship between CQ and sociocultural adjustment but does not act as a moderator in this relationship. The results have theoretical implications for understanding the process of sociocultural adjustment, as well as practical implications for implementing targeted training programmes to support expatriate adjustment.

International Student-Athletes' Psychological and Sociocultural Adjustment Experiences

International college students face psychosocial adjustment challenges transitioning into college, which may be heightened for international student-athletes (ISAs) who also have to adjust to Division I (DI) athletics. Even so, there are limited articles that synthesize the research on this population. Thus, we sought to fill this gap by examining studies focused on the adjustment experiences of ISAs. A qualitative interpretive meta-synthesis is a method used in social work research to synthesize the findings of qualitative studies (Aguirre & Bolton, 2014). We used qualitative interpretive meta-synthesis to conduct an exhaustive search of the literature, construct themes, and synthesize themes of qualitative research regarding ISAs and their adjustment experiences. We identified 11 articles with three overarching themes: (a) acculturative stress, (b) adjustment to the college experience, and (c) adjustment to athletics in the United States. Findings suggest ISAs experience not only transitional stress related to their identities as a student and as an athlete but also from their acculturation experiences. Thus, we propose ISAs transitioning to college experience a ternary-or three way-role negotiation of student identity, athlete identity, and cultural identity. Social workers employed at Division I institutions and within Division I athletic departments have the opportunity to advocate for the needs of this population.

Acculturation attitudes and adaptation among South Korean residents in Japan: The mediating role of coping strategies

Acculturation processes and intergroup experiences of minority groups have been little studied in East Asian societies, including Japan. The number of migrants in Japanese society is steadily increasing, suggesting that the country is a new immigration destination in the 21st century. Therefore, further research on the acculturation processes of immigrants in Japan is warranted. This study examined the relationships among acculturation attitudes, coping strategies, and psychological adjustment in a sample of South Korean newcomers living in Japan. The results of this study support the integration hypothesis, which states that balanced acculturation attitudes that favor engagement in both the host and home cultures lead to higher levels of psychological and sociocultural adaptation. Assimilation attitudes did not contribute significantly to adaptation. Different coping strategies employed by individuals during interethnic discrimination mediated the links between individual acculturation attitudes and the two aspects of adaptation. By linking acculturation attitudes and relevant social behaviors, this study sheds light on the role of coping strategies as mediators of the relationships between acculturation attitudes and psychological and sociocultural adjustment in ethnic minority groups.

The role of social support and sociocultural adjustment for international students' mental health

The study aims to assess the role of social support, sociocultural adjustment, and other social and demographic factors in international students' mental health. In total, 193 international first-year students studying Health and Technology Sciences in Lithuania filled out a self-report questionnaire. The study revealed that overall 59% of international students had symptoms of depression and 36%—of anxiety. Students' well-being was sufficient in 56% of the cases. The regression analyses were conducted to test the role of sociocultural adjustment, social support, English reading skills, and the study field for mental health and well-being. The multivariate regression model revealed that sociocultural adjustment is a stronger predictor compared to social support for depressiveness (βs = 0.42), anxiety (βs = 0.30), psychosomatic symptoms (βs = − 0.24), and subjective health (βs = 0.16), though social support was a stronger independent predictor for well-being (βs = 0.37). Moreover, sociocultural adjustment and social support were stronger predictors than gender, while English reading skills and study field were non-significant indicators.

‘Growing from an acorn to an oak tree’: a thematic analysis of international students’ cross-cultural adjustment in the United States

ABSTRACT Embarking on an educational journey overseas can be a rewarding, yet stressful experience for many international students. The transition to their new university life, which is not always well understood and supported by host institutions, is often accompanied by unique difficulties and challenges resulting from unfamiliarity with a new academic environment, social and cultural differences, and language barriers. This study examines the cross-cultural transition experiences of international students enrolled at a mid-sized university in the Mid-Atlantic region of the United States (U.S.). Using qualitative methods, we collected and analyzed data from reflection essays written by 378 international students between 2013 and 2020. This yielded experiential themes surrounding cross-cultural adaptation, adjustment, and acculturation to new local norms and values while studying in the U.S., including during an unwelcoming political climate and a global health pandemic. Drawing on Ward and Kennedy's (1999) model of sociocultural adjustment, we found that the experiences of international students were often characterized by distinctive psychological and sociocultural components. We contextualized the diverse student perspectives and relied on student voices to guide implications and offer recommendations to university staff and administrators with a goal to strengthen support services, enhance experiences, and ensure the well-being and success of this community. To our knowledge, this study represents the first time that a large data set of narratives, through reflection essays, has been analyzed to better understand the cross-cultural encounters of international students, both inside and outside of the classroom.

The impact of coping self-efficacy and sociocultural adjustment on skill development of expatriates in Taiwan

ABSTRACT From an expatriate’s viewpoint, an international job assignment is a high-pressure situation that requires them to adjust as expeditiously as possible. Therefore, a considerable strand of the international human resource management (IHRM) literature is dedicated to the subject of expatriate adjustment. Drawing upon Folkman and Lazarus’ coping framework and Bandura’s self-efficacy theory, the present study examines the influence of expatriates’ coping self-efficacy and sociocultural adjustment on their skill development process. Based on the hypotheses, mediating effects of sociocultural adjustment on coping self-efficacy and skill development were also studied. Using questionnaire survey method, data was collected from 161 expatriates currently working in Taiwan. The results highlighted the key role that coping self-efficacy plays in the sociocultural adjustment of expatriates, such that, the individuals with a higher level of coping self-efficacy were found to experience higher levels of sociocultural adjustment. The results further show that this interrelationship also facilitated skill development through the mediating effects of sociocultural adjustment. This study contributes to expatriate literature by showcasing the underlying impact of different factors on skill development and provide insights for skill-building to human resource (HR) managers and expatriates working in Taiwan. Lastly, the author also presents implications, limitations, and future research directions.

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.

We are stuck in the middle: intercultural adjustments and adaptations of Western-educated mainland PhD students at one Hong Kong university

ABSTRACT This paper examines the academic and sociocultural adjustment processes, challenges, and coping strategies of Chinese students who studied at top Western universities prior to relocating to Hong Kong for PhD study. Through purposeful sampling, 30 individuals from one elite university in Hong Kong, the majority of whom won prestigious scholarships, were invited to semi-structured interviews. Our findings suggest that Hong Kong’s geopolitical proximity to mainland China and generous scholarship packages, in addition to compatibility with supervisors and the ongoing COVID-19 pandemic in the West, were major factors that motivated students to select Hong Kong. Academic challenges participants reportedly encounter include interpersonal hierarchies, output-oriented academic culture, and unsatisfactory teaching. The sociocultural challenges are predominantly the difficulty of learning and speaking Cantonese, Mandarin discrimination, and a divided campus. Three forms of response were identified: expectation management, need-based adjustments, and struggle and resistance. This study reveals that students set their Western experience as a benchmark against which they judge their education in Hong Kong. We confirm the role of supervisors as the gatekeepers of students’ intercultural adaptations and highlight the importance of an inclusive campus environment, which is focused on academic excellence alongside student wellbeing rather than prioritizing publications.

The Role of Personality Traits and Demographic Characteristics in Psychological and Sociocultural Adjustment: Evidence from International Pakistani Scholars

Studying away from home is a divergent experience; exciting and stressful for students studying abroad. The present study examined the role of demographic variables and personality, in sociocultural adjustment, and acculturative stress in Pakistani Muslim International students. Two hundred and seventy Pakistani students participated in this study. Data were collected using a consent form, demographic form, Acculturative Stress Scale for Pakistani Muslim International Students, Sociocultural Adjustment Scale-Revised (SCAS-R), and the Big Five Inventory-The BFI (John & Srivastava, 1999). According to the results, demographic variables predicted acculturative stress while personality contributed to predicting sociocultural adjustment. It was also observed that no demographic variables played a significant role in sociocultural adjustment. Extraversion and neuroticism were positive predictors of acculturative stress. Other results, such as six subscales of acculturative strings, five subscales of sociocultural adjustment, and interaction of demographic variables with other variables were further examined in the context of Pakistani culture. The results of the present study also highlighted the factors that affected acculturative stress, personality traits that promoted sociocultural adjustment, and demographic variables that contributed to the adjustment of Pakistani international students. The current study provided important information that suggested the importance of perseverance traits in the selection of students for studying abroad for the Higher Education Commission of Pakistan and the factors contributing to acculturative stress. Implications regarding the need to initiate counseling services for vulnerable students, and implementation of policies at institutional and government levels to assist students in facilitating their adjustment while their stay abroad, is discussed.

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.

Correlates of Acculturation Strategies: Personality, Coping, and Outcome

This contribution reviews correlates of Berry’s acculturation strategies. The aim was to offer a differentiated overview of correlates that may come into play during different phases of the acculturation process, as antecedents, as concurrent correlates, and as outcome variables. Building on a literature search and previous review papers, k = 61 independent publications ( N = 40,505) were identified. Correlates of acculturation strategies were grouped into 35 variables pertaining to diverse domains, and mixed-effects models were estimated to derive the mean magnitude of the relation. The correlates comprised basic dimensions of personality belonging to the giant three, big five, alternative five, and multicultural personality taxonomies. Further, more specific traits were investigated, including field dependence and dogmatism. The next group comprised the experience of stress and negative emotions as well as different coping styles. Finally, a selection of psychological and health-related correlates as well as a selection of sociocultural adjustment variables were investigated. Results indicate that the acculturation strategies possess differential patterns of relations, thereby supporting a multi-dimensional acculturation model. Generally, integration was characterized by a pattern of correlates that facilitate interacting with other people, coping successfully with stress, and beneficial outcome variables. Marginalization revealed an opposite pattern of relationships in many cases. Assimilation and separation fell in between the other acculturation strategies.

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.

Sociocultural Adjustment and Well-being Among Third Culture Kids and Their Families: Protocol for a Longitudinal Study.

BackgroundIncreasing globalization has led to more families with children being relocated each year, highlighting the importance of issues, such as adjustment and psychological well-being, in this population. These children, commonly known as third culture kids, often spend a significant part of their developmental years in countries and cultures foreign to them.ObjectiveOur longitudinal study aims to examine the roles of cognitive, psychological, sociocultural, and family factors in the longitudinal trajectories of the well-being and sociocultural adjustment of third culture kids and their families over time.MethodsThis study adopts both quantitative and qualitative procedures. Data from both procedures will be collected at baseline and at a 1-year follow-up. We aim to recruit 150 to 200 participants between 7 and 17 years old and one of their primary caregivers. After providing informed consent, participants will complete an online survey. Outcome measures include validated questionnaires on well-being and sociocultural adjustment. Predictor measures include validated questionnaires on negative self-thoughts, emotion regulation, resilience, psychological attributes, self-esteem, stress, acculturative stress, cultural intelligence, couple satisfaction, and family functioning. A multiple regression model will be used to analyze quantitative data. In addition, 15 to 20 families who participate in the online survey will be randomly selected to take part in a family interview focusing on questions related to well-being, relocation experiences, cultural issues, and challenges. A concurrent triangulation mixed methods design will be used to analyze and interpret data from both quantitative and qualitative methods.ResultsAs of March 15, 2022, a total of 138 children and 126 parents have completed the baseline online survey. In addition, 44 children and 48 parents have completed the 1-year follow-up online survey. A total of 8 families have completed the baseline family interview, while 4 families have completed the 1-year follow-up interview. Data analyses, transcription of the interview, and preparation for publication are on-going.ConclusionsFindings from this study would enable us to understand the adjustment processes, and risk and protective factors associated with the well-being and sociocultural adjustment of third culture kids and their families in Switzerland, which could have implications on the development of intervention programs for individuals and families to address acculturation and adjustment issues.International Registered Report Identifier (IRRID)RR1-10.2196/30088

Worlds apart

This paper explores the experiences of sociocultural adjustment of four multilingual international students who speak English as an additional language (EAL) at a Canadian university. International students have been associated with negative images of failure and disruption to higher education on the basis of the hierarchy of cultures that privileges local and western knowledge. Multilingual EAL international students in particular have been broadly characterised as deficient speakers of English considering their non-native proficiency. From this point of view, multilingual international students tend to experience a kind of double deficit as they are compared to both local and native-speaker students. By employing interviews and photographs, this paper seeks to understand and represent the experiences of sociocultural adjustment of the four students and provides an emic, balanced account of each student’s journey which also takes into account the ways in which the students exercised agency. Findings demonstrate the complexity of the international student experience and the importance of meaningful social interaction for multilingual international students to feel included in their communities. Photographs depict experiences from the students’ perspectives which the students considered representative of positive sociocultural adjustment, but also of challenges in the same domain. This paper concludes with insights related to improving the sociocultural adjustment experiences of multilingual international students.

Can I belong in school and sports?: The intersectional value of athletic identity in high school and across the college transition.

This study investigates whether being identified with both school and sports affords benefits for Black male and female students in high school and across the transition to college. Given gendered concerns about being academically identified and cultural associations of athletics with Black masculinity, being both academically and athletically identified is expected to play a larger role in the sociocultural and academic experiences of Black male students. Using the National Longitudinal Survey of Freshmen (NLSF), Study 1 (N = 1,011) employs a cross-sectional analysis of Wave 1 and Study 2 (N = 822) employs a longitudinal analysis of Waves 1-3 to test these hypotheses. Identifying with athletics in high school is found to afford sociocultural benefits for academically identified Black male, but not Black female, students in the short-term and longitudinally across the college transition. In high school, Black male students identified with both academics and athletics reported greater identification with other young Black men compared to those identified with academics only (Study 1). Longitudinally, identification with athletics in high school was positively associated with sociocultural adjustment in the first year of college (e.g., interdependent studying behaviors), explained through this increased identification with young Black men (Study 2). Athletics is found to serve as a culturally valued identity with important benefits for Black male students' experiences in secondary and postsecondary contexts. Although centered on athletics, these findings more broadly point to the importance of academically engaged Black students, across gender identities, being able to feel secure in their intersectional identities. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

A multidimensional analysis of homesickness based on the perceptions of international students in Turkey: A mixed method study

In this study, the perspectives of international students about homesickness and their adaptation to Turkish culture were explored. A multidimensional homesickness analysis based on the perception of international students in Turkish universities is presented. For this purpose, a mixed method was used. Two different techniques were used in the qualitative dimension: metaphor analysis and cognitive mapping. Metaphors were created by 60 international students studying at a state university in Turkey. Cognitive mapping data were collected from 22 international students. In addition, a survey model was used to procure quantitative data. Quantitative data were collected by using the Utrecht Homesickness Scale. The sampling group included 200 international students studying in eight different public universities. The inductive content analysis technique was used to analyse qualitative data and the metaphors related to homesickness were conceptualised as deprivation, difficulties, pain, and yearning. The metaphorical expressions revealed both the compelling homesickness of international students and socio-cultural adjustment difficulties in Turkey. The cognitive mapping concerning homesickness was highly similar to the metaphors. Cognitive mapping results aggregated as memories, cultural events, dishes, family members, friends, and hobbies. The quantitative results indicated high mean homesickness scores for ‘missing family’ and ‘missing friends’ sub-dimensions. Moreover, the mean scores were relatively low for the ‘adjustment difficulties’ and ‘loneliness’ sub-dimensions. Quantitative data revealed that the perceptions of homesickness differ depending on various socio-cultural factors. This study proposes that countries hosting international students should take psychological, social, and cultural adjustment measures, especially for freshmen students who experience more homesickness.

Psychosocial adaptation of Turkish return migrants and factors affecting their intention to remigrate to Europe: Personality, perceived discrimination, ethnic identity

The current study explores individual differences in the readaptation processes of Turkish return migrants from Western Europe, and investigates the roles that personality, satisfaction with life in the migration context, perceived discrimination, ethnic identity, and demographic variables play in the psychological and sociocultural adjustment of returnees. The factors predicting better psychological and sociocultural adaptation of returnees, and the factors causing them to have intention to remigrate to Europe, were scrutinized. The study involved 184 individuals, aged 15–72 years (M = 42), from three generations. Forty percent of returnees reported that they have intention to remigrate to Europe, this intention being predicted by host country ethnic identity and sense of belonging. Neuroticism, perceived discrimination and senses of belonging were found to be the main predictors of the psychosocial readaptation of Turkish migrants. The mediation analysis showed that psychological adaptation mediated the effect of sociocultural adaptation on the general wellbeing of return migrants. The results are discussed within the theories of acculturation.

Adjustment Factors on the Work Performance of Bangladeshi Temporary Contract Workers in Malaysia

This is an empirical study on Bangladeshi workers’ socio-cultural adjustment to Malaysian environment in Kuala Lumpur. It explores and assesses three-dimensional adjustments—social, work and non-work environment—of Bangladeshi workers in Malaysia. The focus is on socio-cultural adjustment to the general or non-work environment, adjustment to work and adjustment to interactions with co-workers and the locals. The first stage of the study is based on the interview with 25 Bangladeshi temporary migrant workers to collect relevant information about their level of adjustment. The difficulty in getting the list of migrant worker did not allow the researchers to select samples randomly. On the second stage, 100 respondents were selected from the area according to purposive and snowball sampling procedure. The data were analysed using SPSS version 18.0 software. Cronbach alpha was computed to ascertain the reliability and validity of the instrument. Multiple regression analysis was used to test the hypotheses. The study revealed that Bangladeshi workers’ adjustment on non-work or general adjustment and interaction adjustment are quite high, but their adjustment is less on work adjustment dimension. Furthermore, workers’ degree of comfort (adjustment) with non-work condition was related to their performance of work, but their degree of comfort (adjustment) with work adjustment and interaction adjustment is not related to their work performance. The study suggested that adequate measures should be taken to provide pre-departure training on job and host county’s culture to the expected migrant workers. The government of the native country should also monitor the activities of recruiting agencies.

Reasons, Impact, and Post-divorce Adjustment: Lived Experience of Divorced Women in Pakistan

ABSTRACT In Pakistani society family as a unit of the socio-cultural system is a primary institution for children upbringing and socialization. However, in the last few decades with the increased divorce rate in Pakistani families, the psychosocial wellbeing of women and children is badly affected. In Pakistani socio-cultural context divorce and adjustment after divorce are big issues for a woman. The present study is focused on the subjective experiences of the divorced women regarding the reasons for divorce, its impact on their lives, and later adjustment. Six divorced women with children were interviewed using a semi-structured interview guide. To explore their lived experiences Interpretative Phenomenological Analysis (IPA) was used for data analysis. The emergent themes provided the reasons for divorce such as in-laws interference, lack of mutual understanding, financial exploitation, and torturous environment. The impact of divorce on women’s lives included social stigmatization, psychological pain, economic crisis, and remarriage issues. Findings also revealed the perceptions about divine accountability, matrilineal support, and the value of children as coping resources for later adjustment. The findings of the study are helpful for family counselors, educators, public and private social welfare organizations who are engaged in family-related issues.

An Exploration on the Attachment, Acculturation, and Psychosocial Adjustment of Chinese International Students in Japan

In this study, we selected Chinese students (N = 277) studying in Japan as research participants to examine the relation among their attachment, acculturation, and psychosocial adjustment. The study’s first finding revealed that Chinese students studying in Japan had a better adjustment outcome than those in America in terms of sociocultural adjustment but not psychological adjustment. The second set of findings from the results of hierarchical multiple regression analyses showed that psychological distress and sociocultural adjustment could be predicted by attachment anxiety and avoidance. Third, we found a positive correlation between acculturation to the host culture and sociocultural adjustment difficulties. Fourth, we did not find a correlation between acculturation to the host culture and attachment anxiety and avoidance. We offer a discussion on the findings and limitations in light of the unique Japanese sociocultural context.