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1.
This study examined predictors of psychological distress in a sample of 334 international students studying at different public universities in Turkey. The standard multiple regression analysis was used to clarify the contributions of individual characteristics, interaction with Turkish students, perceived discrimination, Turkish language proficiency, perceived cultural distance, integration to social life in Turkey, and life satisfaction to psychological distress of international students. The results revealed that life satisfaction, integration to social life in Turkey, Turkish language proficiency, and length of stay in the host country (Turkey) account for 32.8% of the variance in the international students’ psychological distress levels. The study concludes that factors contributing to psychological distress of foreign students are related to some individual characteristics and personal factors. Hence, foreign students need to go through a preparation process/program in their home country. Then a guidance and orientation program needs to be provided in the host country. 相似文献
2.
International students face a variety of challenges in their acculturation process. Acculturation, the process of adapting to a new cultural environment, is highly variable and influenced by environmental and individual factors that exist before or arise during acculturation. Among the moderating personal factors existing prior to acculturation, adult attachment has received attention as an important variable impacting the acculturation process and adaptation outcomes. Based on the bi-dimensional model of acculturation (Berry, 1997) and the concept of adult attachment (Bowlby, 1977), the current study hypothesized that an insecure attachment (i.e., high attachment anxiety and avoidance) would predict more acculturative stress, less psychological adaptation, and less sociocultural adaptation. We also hypothesized that students who highly identified with their heritage culture and were highly acculturated to the U.S. culture would experience higher levels of psychological and sociocultural adaptation. Also, we examined if adult attachment moderated the effects of acculturation on international students’ psychological and sociocultural adaptation. International students enrolled in higher education institutions in different geographic locations in the United States (N = 221) completed measures of adult attachment, acculturation, acculturative stress, and psychological and sociocultural adaptation. The results suggested that attachment anxiety was a significant predictor of international students’ psychological adaptation. High acculturation to the U.S. significantly predicted more sociocultural adaptation. Attachment avoidance significantly moderated the effect of acculturation to the U.S. culture on international students’ psychological distress, while attachment anxiety was a significant moderator for the effect of acculturation to the U.S. culture on sociocultural adaptation. 相似文献
3.
This study adopted the psychological and emotional perspective of terrorism and the way it influences the psychological adjustment of international students in Pakistan. We investigated the effect of fear of terrorism, state negative affect, and emotional support on students’ psychological distress. Low psychological distress represented higher levels of psychological adjustment. Data was collected using a self-administered questionnaire from 121 internationals students of 18 different countries enrolled in a public university of Lahore city with a mean age of 21.7 years. A two-stage analysis was conducted by variance-based structural equation modeling technique in SMART PLS 3.2 software. Adequate convergent and discriminant validity of the latent constructs were ensured, and no evidence was found for common method bias. The results of structural model revealed that fear of terrorism is a positive and significant predictor of student’s psychological distress, which is fully mediated by state negative affect. Emotional support was negatively related to psychological distress and moderated the relationship between state negative affect and psychological distress. Conditional process modeling using process macro revealed that emotional support also moderated the indirect effect of fear of terrorism on distress mediated by negative affect. A significant contribution of this research is to investigate fear of terrorism as a stressor in international student’s acculturation research. Negative emotional state plays an intermediary role in relating fear with psychological wellbeing of international students while emotional support can be a potent coping resource. Several implications, limitation and future research recommendations are also discussed. 相似文献
4.
This study examines the influence of repatriates’ emotional support providers (home country friends/relatives, host country friends/relatives, and friends/relatives with expatriate experience) on both their psychological and sociocultural adjustment on re-entry into their home country. The study builds on social identity theory and examines the mediating role of the salience of repatriates’ international role identity. Predictions are tested using a quantitative survey data of 121 repatriates. The results show a positive indirect effect of the amount of support repatriates receive from home country friends/relatives on both dimensions of adjustment through a decreased salience of their international role identity. Furthermore, analyses show a negative indirect effect of maintaining supportive connections with host country friends/relatives on both psychological and sociocultural adjustment through an increased salience of repatriates’ international role identity. The results also show a direct effect of having or not having host country friends/relatives as emotional support providers in such a way that repatriates who do not have supportive host country friends/relatives are better psychologically adjusted upon re-entry. This study raises new questions about generally accepted advice for the adjustment strategies of expatriates, such as building connections with host country nationals. 相似文献
5.
One of the persisting challenges facing societies and organizations is to socially integrate sojourners, expatriates, including migrants into the host culture whilst leveraging reciprocal cross-cultural learning experiences. In a quasi-experimental field study, using an embedded unequal design, incoming international students’ (i-Students’) adjustment processes were investigated via a comprehensive 18/19-week peer mentoring social learning cross-cultural adjustment program. Forty-three local mentors were paired with 126 i-Student mentees, and 238 i-Students served as a control group. Quantitative and complementary qualitative data were collected from mentees, mentors, and controls at three time-points. Results showed effects in intercultural communication, cultural adjustment, life skills, and well-being domains. Mentors’ 360-degree synchronous evaluation of mentees showed increases in all skills measured. Post-program responses from participants confirmed the increase in communication and life skills, supporting the social learning hypothesis. Theoretical and practical implications are presented to assist individuals studying and/or working with their acculturation in foreign nations. 相似文献
6.
This review systematically examined predictors of psychosocial adjustment of international undergraduate and graduate students in the United States. Sixty-four studies published in peer-reviewed journals between January 1990 and January 2009 were reviewed. Statistically significant predictors of psychosocial adjustment were grouped by adjustment outcome variables (e.g., psychological symptoms and sociocultural adjustment). The methodological quality of each study was examined using an 11-point grading criteria, assessing the employment of theoretical framework, reporting of data's validity and reliability, study design, and analytic techniques, among others.The most frequently reported predictors included stress, social support, English language proficiency, region/country of origin, length of residence in the United States, acculturation, social interaction with Americans, self-efficacy, gender, and personality. The mean methodological score of the reviewed studies was 6.25 (SD = 1.8; maximum possible score = 11). The reviewed studies overcame selected limitations pointed out by Church in a previous review (1982), by employing a wide range of theories, employing longitudinal designs, and comparing among countries/regions of origin. This review also discussed implications for health promotion for international students and directions for future research. 相似文献
7.
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. 相似文献
8.
Individuals who are high, relative to low, in mindfulness are more open when ascribing meanings to new experiences and more resilient under stress, suggesting that mindfulness may play an important role in cross-cultural adaptation. In contrast, those high in need for cognitive closure (NCC) seem to close one’s mind to new cross-cultural experiences. We tested these contrasting effects of mindfulness and NCC by examining Asian international students (n = 233) who study at an Australian university using several measures of psychological and sociocultural adjustment. The study found that more mindful sojourners develop greater sociocultural skills and superior knowledge of a unique local culture. The role of need for cognitive closure (NCC)―closed-mindedness spurred by a desire for clear-cut understanding―was found primarily in the domain of psychological adjustment. The results highlight the importance of these dimensions of open- versus closed-mindedness during cross-cultural adaptation. 相似文献
9.
We investigated the acculturation process of international students (N = 319, 162 female) from 62 countries who were residing in the Netherlands, using the acculturation framework by Arends-Tóth and Van de Vijver (2007). We applied SEM to test the model that acculturation conditions (perceived cultural distance [PCD], personal growth initiative [PGI], proficiency in English and the host language, and length of residence) in conjunction with acculturation orientations as mediators (host, heritage, expatriate) predict psychological adjustment as acculturation outcome (acculturative stress, satisfaction with life, mental health problems). We found direct and indirect effects of acculturation conditions on adjustment; high PGI, high English and Dutch proficiencies, and low PCD were associated with better adjustment. Host orientation (predicted by high PGI, Dutch proficiency, and low PCD) was positively associated with adjustment. Heritage orientation (predicted by low English proficiency) was negatively associated with adjustment. As a novel aspect, we included expatriate orientation - an orientation towards other expatriates in the host community. Expatriate orientation was predicted by low Dutch proficiency and was positively associated with adjustment. We also observed direct links between acculturation conditions and outcomes: positive associations between PCD and acculturative stress and between length of residence and acculturative stress; and negative associations between PGI and mental health problems and between English proficiency and acculturative stress. We provide evidence that including expatriate orientation is relevant among international students: It is stronger than both host and heritage orientations, thereby underlining the importance of studying acculturation in a contextualized way. 相似文献
10.
The empirical research has not provided definitive answers to questions about how to assess and report academic adjustment and whether or not it influences psychological and sociocultural adjustments. This study is a longitudinal investigation into the relationship between academic and psychological adjustment of international students from South Asian countries in a cross-cultural learning context who partied in Teaching Chinese to Speakers of Other Languages (TCSOL) teacher education programs in Chinese universities. Using Zun's Self-Rating Depression Scale and the self-developed Scale of Academic Adaptation, the first test in December 2017 (T1) and the second in December 2019 (T2) were conducted to measure depression, learning motivation, learning behavior, learning efficacy, academic achievement, and satisfaction of South Asian students. The paper discovered significant positive correlations between five variables, indicating an interaction between the five aspects showing how involved and effective overseas students were in learning in China and a cross-lagged relationship between depression and academic adjustment. This longitudinal empirical study of international students in China aimed to help expand the application of cross-cultural adjustment theory in different educational backgrounds, and provide diverse samples and methods different from the traditional western perspective. 相似文献
11.
This study integrates acculturation and person–environment fit theories to investigate the role of student–university value alignment in international student cross-cultural adjustment to host universities in Victoria, Australia. The study used a mixed methods design with the quantitative data collected from a student survey and the qualitative data generated from interviews with university staff. Structural equation modelling and thematic analysis were employed to analyse the quantitative and qualitative data respectively. The results of the study indicated that international students who possess similar values to their host university, adjust better, both psychologically and socially into the university environment as well as feel satisfaction with their host university. The study also confirmed the mediating role of international student social adjustment in the relationship between student–university value fit and student overall satisfaction with their host university. The findings highlight the key role of international student–university value alignment in contributing to the success of students’ cross-cultural adjustment to the new cultural environment they experience. Therefore, universities should constantly communicate and deliver on their values during both the promotional stage of international student recruitment and the student journey with the university. 相似文献
12.
Australian Muslims are generally perceived as a devalued group in Australia and the public attitudes towards them are generally negative. This context raises questions about belonging and adaptation among Australian adolescent Muslims. The current study investigated how adolescent Muslims relate to their heritage culture, religion, and Australian culture, and which of these three factors is most important to adolescent Muslims’ psychological and socio-cultural adaptation. The study employed a mixed-method design. A total of 321 high school Muslim students (149 males and 172 females) aged between 14 and 18 years completed self-report questionnaires, and a subset sample of 18 students in the same age range, evenly split between males and females, participated in semi-structured interviews. The study revealed a hierarchical pattern of identification among Australian adolescent Muslims, with attachment to their religion being the most important, followed by heritage culture identification and being Australian in third place. Australian adolescent Muslims’ religious identification was perceived overall as more crucial to their socio-cultural and psychological adaptation, than their heritage culture identification or Australian identification. There was an overall modest contribution of Australian identification to adolescent Muslims’ adaptation. This might be connected with the relatively less attachment they show to their Australian identity due maybe to perception of being the target of prejudice, an issue that can be addressed by implementation of prejudice reduction strategies. 相似文献
13.
Roxanna M. Senyshyn 《Journal of Intercultural Communication Research》2019,48(2):150-170
Colleges and universities in the United States and in other countries are admitting and educating an increasing number of international students. This trend creates both challenges and opportunities for modern higher education. While much of the early scholarship focused on understanding the various academic and social challenges faced by international students, both researchers and practitioners have recently shifted their focus to program development and assessment. This paper, then, examines a specialized first-year seminar course, which includes an out-of-class engagement component that allows international students to interact directly with host country peers. The course and the engagement component were designed to address the transitional academic and social needs of international students. More specifically, this is a report on a three-year study of cohorts of first-semester international students (N = 58) which examined the effectiveness of the specialized first-year seminar within a framework of intercultural communication. The results show that the program was not only a way to support students’ transition to the university, but also facilitated their development of intercultural communication competence. 相似文献
14.
Recent years have witnessed a significant growth in the Russian-speaking community in Montreal, Canada. However, little is currently known about the predictors of psychological adjustment in immigrants from the Former Soviet Union (FSU). In this study we explored the expectations that this group of immigrants (N = 271) hoped to fulfill in their adopted society, the extent to which these expectations have been fulfilled, and the impact of fulfilled expectations on psychological adjustment. We found that the degree of fulfilled expectations was significantly associated with better psychological adjustment independent of personality traits, language proficiency, and acculturation. These findings contribute to the literature on cross-cultural adaptation of immigrants from the FSU and highlight the potential importance of expectations for the study of acculturation more generally. 相似文献
15.
Todd L. Sandel 《Journal of Intercultural Communication Research》2014,43(1):1-29
This study investigates the perceptions and interpretations of social media and online communication by students engaged in study abroad programs. In-depth interviews were conducted and analyzed with 23 American and international students who completed or were engaged in a study abroad program. Results suggest that online communication enhanced the students’ experience, providing help with sociocultural skills, informational needs, relational bonds, and psychological well-being. Different platforms were preferred when communicating with friends versus family and intimates. Online communication between co-nationals from the student’s home country buffered both the sojourning student’s acculturative stress, and the stress and concern of distant family members. 相似文献
16.
This study is part of a framework that views study abroad programs as an opportunity for experiential and transformative learning. Using a mixed-methods approach with a quantitative multi-wave study, this research examined the relationship between cultural intelligence and the internationalism career anchor – the individual predisposition and desire for international mobility for work. This study considers the role of resilience and intercultural interactions as predictors of cultural intelligence. In addition, we examined the transformative learning process by relating the development of cultural intelligence to specific critical incidents or critical experiences in intercultural interactions that can be considered triggers of the learning process. A sample of 170 outgoing Italian Erasmus students completed a self-report questionnaire prior to departure and another upon return home. The study also included a control group (n = 52) consisting of students from the same university who had not participated in the Erasmus program. The results revealed the positive value of the Erasmus experience, particularly in terms of strengthening the internationalism career anchor, cognitive cultural intelligence and resilience. The results also showed that students’ pre-departure resilience and intercultural interactions with other international students from different countries can explain higher levels of cultural intelligence and the desire to work abroad or take on global work assignments. No significant change across time was found for the same variables in the control group. In addition, the critical experiences reported by students highlighted a strong cognitive and motivational component associated with the Erasmus program. Some practical implications for higher education are discussed. 相似文献
17.
Psychological resources such as emotional intelligence are claimed to act as protective factors against negative psychological adjustment outcomes of acculturative stress and depression for international students in their intercultural transition in the host country despite the dearth of substantial empirical evidence. With this in mind, the study was conducted to investigate the relationships between emotional intelligence, acculturative stress and depression. The study recruited international university students (N = 506) who were purposefully drawn from seven Chinese universities located in Wuhan. Participants completed three self-report questionnaires: Emotional Intelligence Scale, Acculturative Stress for International Students scale and Center for Epidemiological Studies Depression Scale. The result of the study revealed that students with a higher level of acculturative stress were found to have greater depressive symptoms. The study also indicated that emotionally intelligent students were likely to experience a lower level of acculturative stress and fewer depressive symptoms. The finding of the study further suggested that students with a higher level of emotional intelligence were likely to experience a lower level of acculturative stress and consequently appeared less depressed. Findings of the present study may assist university communities to have an insight into the nature of emotional intelligence and its impact on acculturative stress and depression, and then make the best use of this insight to work on facilitating the psychological adaptation of international students in the new environment. Implications, limitations, and future research directions for the study are discussed. 相似文献
18.
This study re-analysed longitudinal data on international students’ alcohol use to demonstrate the practical value of person-centred statistical techniques, such as Latent Class Analysis (LCA) and its longitudinal extension Latent Transition Analysis (LTA). These techniques offer new analytic perspectives, can reveal typologies (i.e., subpopulations characterized by different profiles) and examine change (i.e., transition probabilities) in outcomes of interest. The use of these approaches remains limited in the intercultural research field, however. A step-by-step guide to the use of LCA and LTA is presented. The analyses demonstrate how alcohol use profiles can be identified, how transitions across profiles as students move from home to overseas can be examined and are affected by students' motivation to study abroad and their adjustment to the host environment. The validity for study abroad students of the four-class model of drinker types found in other populations was confirmed. Results, however, challenge the dominant view that most students increase alcohol intake during study abroad experiences, and indicate that moderate drinkers are at greatest risk of transitioning to heavy drinking as they travel abroad. Implications and suggestions for use of these statistical techniques by intercultural research specialists are discussed. 相似文献
19.
Previous research has pinpointed that social support from host, co-national, and other international friends plays a pivotal role in successful adaptation to a new culture, yet research on this topic pertaining to China is inadequate. As such, using a cross-sectional sample of sojourners (N = 199) in major Chinese cities, the current study examines the relationship between sojourners’ self-reports of social support from the three sources and two psychological adaptation variables (i.e., anxiety and well-being) as well as the moderating effect of objective cultural distance. Regression analysis indicates that perceptions of host and international support are significant negative predictors of anxiety and positive predictors of psychological well-being. In addition, cultural distance moderated these predictive associations: host support and international support had a stronger negative association with anxiety and host support had a stronger positive association with well-being for participants whose cultural distance to China was lower compared to those whose cultural distance was higher. This study enhances our understanding of the dynamic interplay between social support and cultural distance in cross-cultural adaptation research within a Chinese cultural context. 相似文献
20.
We studied the psychological and socio-cultural adaptation processes of Syrian refugees in Turkey using semi-structured, face-to-face, in-depth interviews among 15 participants. The study explored the themes and issues emerging in the psychological and socio-cultural adaptation processes such as life-satisfaction, contact with the host community and future plans of Syrian adults. Berry’s acculturation model (1997) is used to form the theoretical basis of this research. Our findings revealed that psychological and socio-cultural adaptation of Syrian refugees are strongly influenced by economic concerns, pre-migration expectations, religion and perceptions of Turkish natives’ expectations/ attitudes towards Syrians. From the perspective of the informants, economic concerns and uncertainty regarding duration of stay have a negative impact on refugees’ acculturation, leading to delayed psychological and socio-cultural adaptation. Positive perceptions of Turkish natives’ expectations/ attitudes towards Syrians are perceived to increase motivation to seek social support, which promotes well-being and life satisfaction in Turkey. Yet, negative perceptions such as prejudice and discrimination, may pose a risk for psychological health and low socio-cultural adaptation. One major finding of the paper is the two-fold impact of religion on Syrian refugees: Religion can be considered a binding/ equalizing function subsuming refugee and native groups under a superordinate identity. Nonetheless, it also appears to generate social distance when perceived as a threat to the secular national identity. The findings of this research can be used to minimize factors that undermine favorable acculturation outcomes and promote factors that facilitate high levels of psychological and socio-cultural adaptation. 相似文献