A Developmental Sequence Model To University Adjustment Of International Undergraduate Students

Predicting adjustment of international students: The role of cultural intelligence and perceived cultural distance

“…A thorough empirical examination, such as by conducting factor analysis, to test whether these three dimensions really compose the international students’ adjustment or how these three dimensions relate to each other, would provide valuable insight into the construct. It might also eventually provide a more consistent conception of international students’ adjustment and offer clearer directions for research on these sojourners (Bierwiaczonek and Waldzus, 2016; Chavoshi et al, 2017; Schartner and Young, 2016). Consequently, by defining and measuring ISA as three dimensions, future studies should also investigate more on how PCD and CQ, and each of its dimensions, are related to each of these dimensions.…”

“…While attracting students to come to a host country is not the only form of internationalization of higher education (Altbach and Knight, 2007; Knight, 2012), it has become one of the priorities of higher education institutions (Pawar et al, 2020). Not only may international students contribute to increasing diversity in communities and to promoting cultural understanding; they can also provide us with more globalized workforces, leaders and additional financial resources (Chavoshi et al, 2018; De Wit et al, 2015; Guo and Guo, 2017; Korobova and Starobin, 2015; OECD, 2019, UNESCO, 2018). Ensuring better adjustment of their current international students may also help universities attract more international students in the future.…”

“…As pointed out by previous studies (Bierwiaczonek and Waldzus, 2016; Schartner and Young, 2016), the literature on international students is not yet integrated and lacks of common direction. Even the conceptualization of international students’ adjustment construct is still far from unequivocal (Bastien et al, 2018; Bierwiaczonek and Waldzus, 2016; Chavoshi et al, 2018; Church, 1982; Erturk and Luu, 2022; Mesidor and Sly, 2016; Shu et al, 2017). This ambiguity might hamper the efforts to understand international students, as it is difficult to interpret, compare and integrate the available findings (Chavoshi et al, 2017).…”

“…Even the conceptualization of international students’ adjustment construct is still far from unequivocal (Bastien et al, 2018; Bierwiaczonek and Waldzus, 2016; Chavoshi et al, 2018; Church, 1982; Erturk and Luu, 2022; Mesidor and Sly, 2016; Shu et al, 2017). This ambiguity might hamper the efforts to understand international students, as it is difficult to interpret, compare and integrate the available findings (Chavoshi et al, 2017). Thus, this article aims to provide support for a more integrated conceptualization of international students’ adjustment and its relationship with two proposed predictors: cultural distance and cultural intelligence.…”

Trajectories of Perceived Stress among Students in Transition to College: Mindset Antecedents and Adjustment Outcomes

“…Academic adjustment was measured using the Student Adaptation to College Questionnaire (SACQ; Baker & Siryk, 1984 ). This scale has exhibited good reliability and psychometric properties and has been frequently applied in research on students’ transition to university (Buote et al, 2007 ; Chavoshi et al, 2017 ). We adopted the 15-item Academic Adjustment subscale, which assesses self-perceptions of coping with the academic demands of the university (e.g., “Keep up-to-date with academic work”).…”