Turkish International Students Research Articles

Total Wellness of Turkish International Students: Perceptions and Inherent Growth Tendencies

Research on the international students mostly focuses on adjustment and acculturation issues rather than building and maintaining wellness of specific cultural groups of international students. This study used basic psychological needs involved in self-determination theory to investigate the relationship between autonomy, competence, and relatedness needs, self-determined way of functioning, and wellness of Turkish international students in the U.S. Data was collected before Covid-19 pandemic using a self-administered survey from 179 (71 females) Turkish international students with a mean age of 29.7 years. The results indicated that the perceived total wellness of Turkish international students was slightly low. The results of regression analyses revealed that autonomy, competence, and relatedness are positive and significant predictors of Turkish international students’ wellness. Furthermore, Turkish international students with a greater self-determined way of functioning report higher level of wellness. We recommend culture specific implications and further research to maintain international students’ wellness in their sojourn.

Adjustment Challenges and Help Seeking Among Turkish International Students in the United States/ Amerika Birleşik Devletleri'ndeki Türk Uluslararası Öğrencilerin Uyum Zorlukları ve Yardım Arama Davranışları

The present qualitative inquiry examined adjustment challenges and help seeking among 15 Turkish international students (TIS) studying at various universities in the United States during their cross-cultural adjustment process. Data were gathered by means of semi-structured in-depth interviews and analyzed using thematic analysis. The results suggested that TIS experienced several adjustment challenges that affected their general well-being and satisfaction and made their adjustment process harder. According to the results, TIS initially sought help to overcome their adjustment challenges from family members, advisors, or friends. Dissatisfaction among TIS due to a lack of cultural sensitivity on the part of mental health providers negatively affected the students’ help seeking from professional services. The findings of the present study may help mental health providers to address the needs of TIS effectively as a specific cultural group in multicultural settings in the United States.

“I am not an Immigrant. I am an International Student"

This study used the consensual qualitative research method (Hill, 2015) and examined the adaptation process of 15 Turkish international students at different German universities. The results of this study yielded four primary domains of adaptation experiences: perceptions of Germany, adaptation challenges, the contributing factors in adaptation experiences, and attitudes toward counseling services. Implications for counseling practice and future directions are discussed in light of the results of this study.

Adaptation of Turkish international students in Hungary and the United States: A comparative case study

A case study approach was used to investigate the adaptation experiences of Turkish international students (TIS), which may vary according to the host culture, in two different cultures: Hungary (n = 14) and the United States (US) (n = 12). The findings of the data analysis yielded four broad overlapping categories: (1) experiences in academic setting, (2) interaction with others in the host country, (3) political reflections in the host country, and (4) everyday matters in the host country. According to findings, depending on the factors in the institutional, social and physical environment, and societal contexts, both the psychological and sociocultural adaptation experiences of the participants in Hungary and the US differed.The study revealed that studying in Hungary, which offers english mediuim instruction programs, poses some serious difficulties for TIS compared to their co-nationals studying in an English-speaking country, such as in-school separation from local students. However, due to a shared historical background between Hungarians and Turks, TIS in Hungary have experienced many cultural similarities in their relations and daily lives unlike TIS in the US. Additionally, the positive attitudes of some Hungarian politicians toward Turkey and Turkish ethnicity have contributed to TIS' perceived low cultural distance and positively affected their cross-cultural adaptation process. Whereas, TIS in the US experienced stress that hindered adaptation due to certain political developments in the US and their political relations with Turkey.

Psychometric Validation of a Turkish Version of the Inventory of Common Problems: a Tool for Turkish College Counselors

Transition from high school to college can be very challenging for Turkish students, and poor adjustment can affect students’ physical and mental health and well-being. It is important for college counseling center staff in Turkey to have access to screening instruments to identify students with high risk for college life adjustment difficulties. The purpose of this study was to validate a Turkish version of the Inventory of Common Problems (ICP; Hoffman and Weiss 1986) for Turkish college students. Two hundreds and thirty-five Turkish university students participated in this study. Factorial structure of the ICP was evaluated using exploratory factor analysis, resulting in a four-factor structure with the internal consistency reliability coefficients for all factors being excellent to average: (a) emotional problems (Cronbach’s α = .90), (b) academic problems (α = .80), (c) substance use problems (α = .77), and (d) physical health problems (α = .73). The emotional problems factor, academic problems factor, and physical health problems factor were significantly associated with perceived stress, depression, and anxiety in the expected direction, as measured by the Perceived Stress Scale (PSS-10; Cohen and Williamson 1988), Patient Health Questionnaire (PHQ-9; Kroenke et al. 2001) and General Anxiety Disorder (GAD-7) Scale (Spitzer et al. 2006). This study demonstrated that the Turkish version of the ICP could be regarded as a reliable, valid and multidimensional measure, valuable to counseling and health services professionals in Turkey as well as for Turkish international students studying aboard.

Entrance and Persistence in U.S. Academe for Individuals with Multiple Outsider Identities

This study examines the experience of African-American academics with racial microaggressions, racism, and stereotypes. Exploring this subtle racism allows for an understanding of Turkish ethnic students’ ability to adapt to doctoral programs at U.S. institutions of higher education. Using critical race theory as a framework, researchers determined that Turkish International students have a challenge for adjustment, access to the U.S. job market, and the transition into a new culture. Five subjects were selected to participate in a self-recorded interview to support this study. The interview questions based Turkish ethnic students’ adjustment in U.S higher education institutions on three stages: 1. Before the Ph.D. program, 2. During the Ph.D. program, 3. After the Ph.D. program. The second and third stages also focus on students’ entry into an academic job setting and survival in academia.

Fear of the unknown: a pre-departure qualitative study of Turkish international students

This paper presents findings from 11 in-depth interviews with Turkish undergraduate students, who were, by the time of data collection, about to spend a semester at a European university under the Erasmus exchange scheme. The students all agreed to be interviewed about their feelings about studying in a foreign culture, and were found to be anxious prior to departure about the quality of accommodation in the new destination, their language ability and the opportunity to form friendships. Fears were expressed about possible misconceptions over Turkey as a Muslim and a developing country. Suggestions are made for HEI interventions to allay student travellers' concerns.

Perceived discrimination, social connectedness, and other predictors of adjustment difficulties among Turkish international students

This study examined the role of perceived discrimination, social connectedness, age, gender, years of study in the US, English language competency, and social contact patterns on adjustment difficulties among a sample of 229 Turkish international students studying in the United States. Findings indicated that students who reported higher levels of social connectedness, lower levels of perceived discrimination, more years of study in the US, and higher levels of English language competency reported lower levels of adjustment difficulties. Other results showed that (lack of) social connectedness and perceived discrimination were predictors of adjustment difficulties. In addition, results indicated that students who socialized with individuals from the US had lower levels of adjustment difficulties than did those who socialized with coculture members. Implications are discussed and suggestions for interventions are provided.

Predictors of Acculturative Stress among International Music Therapy Students in the United States

International students are those who have migrated temporarily to a country other than their birth country to receive their education (Nilsson & Dodds, 2006). The United States has more international students than any other nation (Ye, 2006). A recent survey by the Institute of International Education (2010) confirmed continued growth in international student enrollment at higher education institutions in the United States. In 2009/2010, new international student enrollment increased 53.8% from 2004/2005, and 44.1% of students came from China, India, or South Korea.As newcomers, international students need to adjust to their new life in the U.S., commonly referred to as the (Berry, 1984; Berry & Sam, 1997). As a consequence of acculturation, international students inevitably face what is termed acculturative stress (Sandhu & Asrabadi, 1994; Wei et al., 2007). Acculturative stress is defined as one kind of stress, that in which the stressors are identified as having their source in the process of acculturation (Berry, Kim, Minde, & Mok, 1987, p. 492).Acculturative stress has been found to affect a student's well-being (e.g., mental health, psychosomatic symptoms), particularly if he or she lacks resources or support systems and may have a prolonged effect on careers (Reynolds & Constantine, 2007). Although the type and degree of acculturative stress can vary, past research has suggested that language proficiency (Lee, Park, & Kim, 2009), years spent in the United States (Ye, 2006), and personality traits (Duru & Poyrazli, 2007) are particularly important variables in determining an individual's degree of acculturative stress (Johnson & Sandhu, 2007).Findings regarding the relationship between length of residence in the U.S. and acculturative stress are inconclusive. Wilton and Constantine (2003) found that length of residence in the U.S. is negatively associated with psychological distress. On the other hand, Wei et al. (2007) found that individuals who have been in the U.S. longer and have high maladaptive perfectionism showed high levels of acculturative stress. English fluency and ethnicity have consistently been found to be significant predictors of acculturative stress. Yeh and lnose (2003) showed that English fluency, social support satisfaction, and social connectedness were significant predictors of level of acculturative stress. European international students experienced less acculturative stress than Asian, Latino, and African international students. Specific personality traits may also predict acculturative stress (Padilla, Wagatsuma, & Lindholm, 1985; Duru & Poyrazli, 2007). Duru and Poyrazli (2007) examined 229 Turkish international students studying in the U.S. and found that higher levels of neuroticism and openness were associated with higher levels of acculturative stress.Currently, no studies exist examining acculturative stress in college students of specific majors (Yeh & lnose, 2003). Certain areas of study may be particularly stressful for international students. For example, achieving competency in helping professions, such as music therapy, psychology, social work, and education may require more sophisticated language skills and cultural understanding than other disciplines (Hudson & O'Regan, 1994; Dzlegielewski, Roest-Marti, & Turnage, 2004; Maville, Kranz, & Tucker, 2004). These fields tend to require interactions directly with communities.Within these fields, degree requirements specific to music therapy may be particularly demanding for students from other countries. The practicum and internship experiences, for instance, require students to be fluent in English, to know and perform music appropriate to the U.S. population, and to understand how American clients conceive of therapy itself. Furthermore, these students may experience stress associated with developing proficiency in their musical instrument (Sternbach, 2008). …

Personality dimensions, psychosocial-demographic variables, and English language competency in predicting level of acculturative stress among Turkish international students.

Personality dimensions, psychosocial-demographic variables, and English language competency in predicting level of acculturative stress among Turkish international students.

Overall Life Satisfaction and Help‐Seeking Attitudes of Turkish College Students in the United States: Implications for College Counselors

This study examined the effects of acculturation, beliefs about mental illness, and selected demographic variables on the help‐seeking attitudes of 120 Turkish students who were attending college in the United States. The authors maintain that if mental health professionals increase their understanding of Turkish international students, they can then develop more effective services for this population.