Exploring the Influence of the Pre-Departure Orientation on the Undergraduate International Students' Cultural and Academic Adjustment at Drexel University

2021 ◽  
Author(s):  
Angela Jeon-Huh
Keyword(s):  
International Students ◽  
Academic Adjustment ◽  
Drexel University

A Review of Literature on Adjustment Issues of International Students

2016 ◽  
pp. 223-242
Author(s):  
Eunjin Hwang ◽  
Nara M. Martirosyan ◽  
George W. Moore
Keyword(s):  
International Students ◽  
Theoretical Model ◽  
Support Services ◽  
Critical Review ◽  
Academic Adjustment ◽  
Critical Role ◽  
Review Of Literature ◽  
Study Results ◽  
Diverse Groups ◽  
Adjustment Issues

There is a scarcity of studies wherein a critical review or synthesis exists on the adjustment of international students with a few exceptional works. Therefore, through critical analyses of recent studies from various disciplines, the authors examine conceptual applications of existing models or typologies incorporated in previous studies, and redefine the nature of problems encountered by international students with a synthesis of study results on their adjustment issues: psychological, socio-cultural, and academic adjustment. Furthermore, suggestions for both practitioners and researchers are elaborated in the chapter. These suggestions include creating a new conceptual/theoretical model, emphasizing a critical role played by the host university, and tailoring support services to satisfy specific needs of diverse groups of international students within the specific campus context.

scholarly journals Acculturation Stressors and Academic Adjustment among Nepalese Students in South Korean Higher Education Institutions

2021 ◽  
Vol 18 (12) ◽  
pp. 6529
Author(s):  
Madhu Sudhan Atteraya
Keyword(s):  
Higher Education ◽  
International Students ◽  
Academic Adjustment ◽  
Higher Education Institutions ◽  
Pearson Correlation ◽  
Hierarchical Regression ◽  
South Korean ◽  
Korean Higher Education ◽  
Hierarchical Regression Model ◽  
The Relationship

International students are steadily increasing in South Korean higher education institutions. How well international students are adjusted academically and the relationship between acculturation stressors and academic adjustment has not yet been determined. This study aimed to fill this research gap by examining the relationship between acculturation stressors and academic adjustment among Nepalese international students in South Korean higher education institutions. The sample of the study consisted of Nepalese students who enrolled in 36 universities in South Korea. Students’ background characteristics and acculturation stressors were selected to examine the association between acculturation stressors and academic adjustment. Pearson correlation and hierarchical multiple regression were utilized. The results from the Pearson correlation revealed the negative correlation of perceived discrimination (r = −0.23, p < 0.01), perceived hate/rejection (r = −0.18, p < 0.05), perceived fear (r = −0.24, p < 0.01), and perceived cultural shock (r = −0.17, p < 0.05) with academic adjustment. Further, the hierarchical regression model revealed that perceived fear (β = −0.220, p < 0.05) had a negative association with academic adjustment. Addressing acculturation stressors among international students is essential to facilitate a positive academic environment. Mainly, perceived fear has negatively affected students’ academic adjustment. Based on these findings, tailored programs must be developed to curtail international students’ perceived fear.

scholarly journals Acculturation stressors and academic adjustment among Nepalese students in South Korean higher education institutions

2020 ◽  
Author(s):  
Madhu S. Atteraya
Keyword(s):  
Higher Education ◽  
International Students ◽  
Academic Adjustment ◽  
Higher Education Institutions ◽  
Pearson Correlation ◽  
Background Characteristics ◽  
South Korean ◽  
Cultural Shock ◽  
Korean Higher Education ◽  
The Relationship

AbstractIntroductionInternational students are steadily increasing in South Korean higher education institutions. How well international students in South Korea are adjusted academically and the relationship between acculturation stressors and academic adjustment has not yet been determined. The study aimed to fill this research gap by examining the relationship between acculturation stressors and academic adjustment among Nepalese international students in South Korean higher education institutions.MethodsThe sample of the study consisted of Nepalese international students who enrolled in 36 universities in South Korea. Students’ background characteristics and acculturation stressors (e.g., discrimination, homesickness, hate/rejection, fear, cultural shock, and guilt) were selected to assess the association of these characteristics and stressors with academic adjustment. Pearson correlation and hierarchical multiple regression were utilized to examine the association between acculturation stressors and academic adjustment.ResultsThe results from the Pearson correlation revealed the negative correlation of perceived discrimination (r = -.23, p< 0.01), perceived hate/rejection (r = -.18, p< 0.05), perceived fear (r = -.24, p< 0.01), and perceived cultural shock (r = -.17, p< 0.05) with academic adjustment. Further, the hierarchical regression model revealed that marital status (β = .223, p <.01) had a positive association with academic adjustment, whereas perceived fear (β = -.206, p <.05) had a negative association with academic adjustment even after including students’ background characteristics and other acculturation stressors.ConclusionAddressing acculturation stressors among international students in higher education institutions is essential to facilitate positive academic adjustment. Mainly, perceived fear has negatively affected students’ academic adjustment. Based on these findings, tailored programs must be developed to curtail students’ perceived fear in order to enhance their academic performance in South Korean higher education institutions.

scholarly journals The Roles of Self-esteem in the Relationship between Emotional Intelligence (EI) and Adjustment among International Students in Southern Thailand

2021 ◽  
Vol 25 (1) ◽  
pp. 96-107
Author(s):  
Yejin Kim ◽  
Wanchai Dhammasaccakarn ◽  
Isara Tongsamsi
Keyword(s):  
Emotional Intelligence ◽  
International Students ◽  
Path Analysis ◽  
Psychological Adjustment ◽  
Social Adjustment ◽  
Academic Adjustment ◽  
Self Esteem ◽  
Mediation Effects ◽  
Southern Thailand ◽  
The Relationship

The main purpose of this research was to examine the potential mediation effects of self-esteem on the association between international students’ emotional intelligence (EI) and adjustment, as indexed by academic adjustment, social adjustment, and psychological adjustment. Data from 151 international students in southern Thailand were collected. The path analysis indicated that self-esteem fully mediated the relationships between EI and social adjustment and psychological adjustment, whereas self-esteem acted as a partial mediator between EI and academic adjustment. In addition, self-esteem impacted the three outcomes much more strongly than EI. Practical suggestions for enhancing students’ adjustment are addressed and examined. The limitations of the research and suggestions for further studies are also briefly discussed.

scholarly journals The Psychological and Academic Effects of Studying From the Home and Host Country During the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Michał Wilczewski ◽  
Oleg Gorbaniuk ◽  
Paola Giuri
Keyword(s):  
Online Learning ◽  
International Students ◽  
Acculturative Stress ◽  
Host Country ◽  
Home Country ◽  
Academic Adjustment ◽  
Learning Experience ◽  
Academic Variables ◽  
Academic Effects ◽  
Academic Satisfaction

Objective: This study explored the psychological and academic effects of studying online from the home vis-à-vis host country during the coronavirus disease 2019 (COVID-19) pandemic in the experience of international students at the University of Warsaw, Poland.Methods: A total of 357 international students from 62 countries (236 in the host country and 121 in the home country) completed an online questionnaire survey 2 months after transition to online learning. We studied students' levels of loneliness, life and academic satisfaction, acculturative stress, academic adjustment, performance, loyalty, and perceptions of the online learning experience.Results: The country-of-residence variable had no statistically significant effects on most psychological and academic variables. Significant effects were observed only for two academic variables. Specifically, students who returned to the home country found online communication with other students more contributing to their online learning experience and exhibited higher academic adjustment than students who remained in the host country. This suggests the positive influence of (peer and familial) support on online learning experience from the home country. Furthermore, a significant difference in experiencing acculturative stress occurred for students in quarantine/self-isolation in the host country, which expands prior literature on the disruptive effects of social distancing on students' mental health. Finally, this study confirmed the expected increased levels of loneliness among self-isolating students in both countries, hence extending prior results to the home- and host-country contexts. No relationship between self-isolation and students' life or academic satisfaction was found, which is explained by the specific nature of the learning-from-home experience.

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