scholarly journals The First Year Acculturation: A Longitudinal Study on Acculturative Stress and Adjustment among the First Year International College Students

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Katie Koo ◽  
Ian Baker ◽  
Jiyoon Yoon
Keyword(s):  
College Students ◽  
International Students ◽  
Acculturative Stress ◽  
Social Connectedness ◽  
English Proficiency ◽  
Economic Status ◽  
College Experiences ◽  
First Year ◽  
First Semester ◽  
International College

We analyzed 192 first year international college students in Mid-Atlantic region to examine change of international students’ acculturative stress, adjustment, and collegiate experiences during their first year in the U.S. higher education. We found that male students, students from low socio-economic status, and students majored in humanity showed higher rate of acculturative stress and lower rate of satisfaction with college experiences compared to their counterparts. International students reported decreased acculturative stress and homesick, and increased English proficiency, social connectedness, and satisfaction with college experiences during the last week of the first year compared to the first week of their first semester. Satisfaction with college experiences, English proficiency, social connectedness, and self-esteem were significant predictors of acculturative stress. Lastly, acculturative stress in the first week of the first year and satisfaction with college experience in the last week of the first year were on each other reciprocally over one year internal.

scholarly journals First Time International College Students’ Level of Anxiety in Relationship to Awareness of Their Learning-Style Preferences

2011 ◽  
Vol 1 (2) ◽  
pp. 43-49
Author(s):  
Arlene Shorter Young
Keyword(s):  
College Students ◽  
International Students ◽  
Learning Styles ◽  
Learning Style ◽  
Educational System ◽  
First Year ◽  
Learning Style Preferences ◽  
International College ◽  
Style Preferences ◽  
First Time

Given the receptivity of American colleges to international students, administrators and professors must recognize the diversity such registrants bring to campus in the form of achievement, age, gender, language, and national differences. The purpose of this study was to compare learning style preferences of international first year college students and to analyze the effects of accommodating learning-style preferences of first year international college students on achievement and anxiety levels over one semester. This paper focused on the identification of learning style profiles of first time visiting Japanese, Korean, and Chinese college student populations. It assessed anxiety and acculturation levels of these international students when they were first introduced to the American educational system which incorporated teacher facilitation and promoted student directed studies. Finally, student learning styles were assessed after a six-week summer session to see if learning styles remained the same after students were introduced to the American educational system. 

scholarly journals Building a Community of Learners In and Outside the Classroom

2018 ◽  
Vol 8 (2) ◽  
pp. 1256-1263
Author(s):  
Erin Knoche Laverick
Keyword(s):  
College Students ◽  
International Students ◽  
Learning Communities ◽  
Support Systems ◽  
First Year ◽  
Community Of Learners ◽  
Campus Life ◽  
First Semester ◽  
Common Support ◽  
First Year Seminars

Learning Communities (LCs) and First-Year Seminars (FYS) are common support systems for college students. This article explores the use of such systems with undergraduate international students in their first semester of study as a means to help them better acclimate to campus life and rigorous classroom expectations.

First-Year College Students’ Time Use

2016 ◽  
Vol 28 (1) ◽  
pp. 5-27 ◽  
Author(s):  
Jordan Thibodeaux ◽  
Aaron Deutsch ◽  
Anastasia Kitsantas ◽  
Adam Winsler
Keyword(s):  
College Students ◽  
Time Use ◽  
Self Regulation ◽  
First Year ◽  
Grade Point ◽  
First Semester ◽  
First Year College ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
First Year College Students

How students manage their time is critical for academic performance and is an important component of self-regulated learning. The purpose of the present study was to examine relationships among first-year college students’ ( N = 589) time use, academic self-regulation, and target and actual grade point average (GPA) at three time points. Findings showed that students planned and spent less time on academics than socializing and work obligations in their first semester. Students generally planned to spend more time on academics in the second semester. Academic time use (planned and actual academic hours) related to higher self-regulated learning and target GPA in the first and second semester. Students who were farther away from their first-semester target lowered their second-semester target GPA instead of planning more time in academics. Students exceeding their target first-semester GPA planned to socialize more in the second semester. Orientation and transition programs that assist students may need to revisit time management and planning midway through the year to address potentially inadequate self-regulated learning in the first year of college.

scholarly journals Depression, Acculturative Stress, and Social Connectedness among International University Students in Japan: A Statistical Investigation

2019 ◽  
Vol 11 (3) ◽  
pp. 878 ◽  
Author(s):  
Minh Nguyen ◽  
Tam Le ◽  
Serik Meirmanov
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Acculturative Stress ◽  
Social Connectedness ◽  
English Language ◽  
Demographic Data ◽  
Statistical Investigation ◽  
Domestic Students ◽  
Prevalence Of Depression ◽  
International University

(1) This study aims to examine the prevalence of depression and its correlation with Acculturative Stress and Social Connectedness among domestic and international students in an international university in Japan. (2) Methods: A Web-based survey was distributed among several classes of students of the university, which yielded 268 responses. On the survey, a nine-item tool from the Patient Health Questionnaire (PHQ-9), the Social Connectedness Scale (SCS) and Acculturative Stress Scale for International Students (ASSIS) were used together with socio-demographic data. (3) Results: The prevalence of depression was higher among international than domestic students (37.81% and 29.85%, respectively). English language proficiency and student age (20 years old) showed a significant correlation with depression among domestic students (β = −1.63, p = 0.038 and β = 2.24, p = 0.048). Stay length (third year) also displayed a significant correlation with depression among international students (β = 1.08, p = 0.032). Among international and domestic students, a statistically significant positive correlation between depression and acculturative stress, and negative associations of social connectedness with depression and acculturative stress were also found. (4) Conclusions: The high prevalence of depression, and its association with Acculturation stress and Social Connectedness, among the students in this study highlight the importance of implementing support programs which consider the role of Acculturation and Social Connectedness.

scholarly journals Examine Internet Addiction and Acculturative Stress among International College Students in the United States

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Jason Li
Keyword(s):  
United States ◽  
College Students ◽  
Length Of Stay ◽  
Acculturative Stress ◽  
Internet Addiction ◽  
The United States ◽  
Future Research ◽  
Addictive Behaviors ◽  
Stress Theory ◽  
International College

While Internet use plays an increasingly important role in individuals’ lives, little is known about its potential to influence addictive behaviors. Guided by the acculturative stress theory, we examined the relationships between acculturative stress, gender, age, length of stay, and Internet addiction among international college students. Data were collected from 111 international undergraduate and graduate students studying in the United States. Hierarchical multiple regression analyses reported that acculturative stress and gender significantly predict Internet addiction among international college students. In this sample, neither age nor length of stay predicts Internet addiction. Our findings paint a picture of the potential influence of acculturative stress on Internet addiction. We offer suggestions for future research on Internet addiction and acculturative stress, particularly for international college students

Adaptive Behavior of College Students With Autism

2021 ◽  
pp. 108835762110562
Author(s):  
Kathleen D. Viezel ◽  
Benjamin Freer ◽  
Chelsea D. Morgan
Keyword(s):  
College Students ◽  
Academic Success ◽  
Adaptive Behavior ◽  
Autism Spectrum ◽  
First Year ◽  
Sat Scores ◽  
Grade Point ◽  
First Semester ◽  
College Ready ◽  
Living Skills

As an increasing number of individuals with autism spectrum disorder (ASD) matriculate on college campuses, all stakeholders should be prepared to meet their needs. Despite a body of literature describing adaptive behavior deficits of those with ASD, there is a paucity of research examining these skills among those who are college-ready. The present study investigated the adaptive behavior of a diverse group ( N = 27) of incoming college students with ASD and examined to what extent these skills could predict initial academic success. Despite average intelligence and good academic indicators, deficits in communication, socialization, and daily living skills were found. No models, even those which included intelligence quotient (IQ) and SAT scores, were predictive of first-semester or first-year grade point average (GPA). Importantly, freshman-to-sophomore retention appeared higher than the university average. Findings suggest that practitioners and families should consider adaptive behavior in addition to intellectual and academic capabilities when considering postsecondary opportunities and available supports.

International College Students' Experience of Racial Prejudice

2018 ◽  
pp. 148-170
Author(s):  
Clémentine Berthelemy
Keyword(s):  
College Students ◽  
New York ◽  
International Students ◽  
Racial Prejudice ◽  
Future Research ◽  
Individual Interviews ◽  
Active Involvement ◽  
International College ◽  
Campus Activities

This chapter intends to discuss the experiences of international college students regarding racial prejudice on campus and explore the role of student associations as a way to increase cross-cultural interactions between domestic and international students. The aim is to examine how prejudice, more specifically racial-ethnic prejudice, affects their college experience. The findings suggest that active involvement in campus activities promote interaction across cultures and reduce racial prejudice. This chapter engages qualitative individual interviews with Chinese, Japanese, Korean, and Nigerian, Kenyan, and Ghanaian undergraduate international students (N=31). It is believed that this method is best suited to apprehend their experiences and to fully understand how they create meaning of perceived racial prejudice. Their testimonies are presented through verbatim transcripts of the interview sessions conducted in 2014-2015, in three New York research universities. A discussion of their experiences follows and suggestions for future research conclude this chapter.

scholarly journals Non-suicidal self-injury among first-year college students and its association with mental disorders: results from the World Mental Health International College Student (WMH-ICS) initiative

2021 ◽  
pp. 1-12
Author(s):  
Glenn Kiekens ◽  
Penelope Hasking ◽  
Ronny Bruffaerts ◽  
Jordi Alonso ◽  
Randy P. Auerbach ◽  
...  
Keyword(s):  
College Students ◽  
Mental Disorders ◽  
First Year ◽  
Generalized Anxiety ◽  
First Year College ◽  
Self Injury ◽  
The World ◽  
International College ◽  
First Year College Students ◽  
Nssi Disorder

Abstract Background Although non-suicidal self-injury (NSSI) is an issue of major concern to colleges worldwide, we lack detailed information about the epidemiology of NSSI among college students. The objectives of this study were to present the first cross-national data on the prevalence of NSSI and NSSI disorder among first-year college students and its association with mental disorders. Methods Data come from a survey of the entering class in 24 colleges across nine countries participating in the World Mental Health International College Student (WMH-ICS) initiative assessed in web-based self-report surveys (20 842 first-year students). Using retrospective age-of-onset reports, we investigated time-ordered associations between NSSI and Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-IV) mood (major depressive and bipolar disorder), anxiety (generalized anxiety and panic disorder), and substance use disorders (alcohol and drug use disorder). Results NSSI lifetime and 12-month prevalence were 17.7% and 8.4%. A positive screen of 12-month DSM-5 NSSI disorder was 2.3%. Of those with lifetime NSSI, 59.6% met the criteria for at least one mental disorder. Temporally primary lifetime mental disorders predicted subsequent onset of NSSI [median odds ratio (OR) 2.4], but these primary lifetime disorders did not consistently predict 12-month NSSI among respondents with lifetime NSSI. Conversely, even after controlling for pre-existing mental disorders, NSSI consistently predicted later onset of mental disorders (median OR 1.8) as well as 12-month persistence of mental disorders among students with a generalized anxiety disorder (OR 1.6) and bipolar disorder (OR 4.6). Conclusions NSSI is common among first-year college students and is a behavioral marker of various common mental disorders.

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