Academic stress of international students attending U.S. universities

Wan, Teh Yuan; Chapman, David W.; Biggs, Donald A.

doi:10.1007/bf00973761

Cited by 88 publications

(75 citation statements)

References 14 publications

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“…A preference for a mentor who is interpersonally involved in the student's life has been found among international research students compared with their domestic counterparts in the U.S. (Rose 2005). This finding highlights social barriers faced by many international students and the primacy of social support as a copy strategy (Jacob and Greggo 2001;Wan et al 1992).…”

Section: International Students and Cross-cultural Issuesmentioning

confidence: 66%

Determinants of International Students’ Academic Performance

Chen

Duanmu

2009

Journal of Studies in International Education

152

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With the increasing number of international students travelling to well-developed countries for higher education, such as the USA and the UK, there has been a growing interest in exploring the factors that influence their academic performance during their overseas studies. This study aims to give an insight into international students' learning experience by investigating the differences between Chinese and nonChinese cultural groups, which leads to the identification of the key predictors of their academic achievement via multiple regression analysis. The results suggest that the perceived importance of learning success to family, English writing ability and social communication with their compatriots are significant predictors for all international students. As the predominant group, Chinese students display some distinctive characteristics. For example, Chinese students who studied abroad for the first time are likely to perform better than their compatriots who had studied overseas before. A less active learning strategy is observed among Chinese students in relative to others, but no evidence has found that this negatively affects their academic achievement.

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Section: International Students and Cross-cultural Issuesmentioning

confidence: 66%

Determinants of International Students’ Academic Performance

Chen

Duanmu

2009

Journal of Studies in International Education

152

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“…In addition, Schram and Lauver (1988) studied 600 international students and indicated that non-European students were at high risk for alienation. After surveying 412 international students about their academic stress levels, Wan, Chapman, and Biggs (1992) found that cultural distance was the most influential factor related to academic stress, followed by lack of language skills and lack of a social support network. Shin and Abell (1999) surveyed 201 international students from Korea and China and found that there was a negative relationship between homesickness and life contentment in the United States, with higher levels of homesickness tending to correspond to lower levels of contentment.…”

Section: Socio-cultural Adjustmentmentioning

confidence: 99%

“…There were 15 questions concerning the perceived factors: (1) 3 questions on language, including 1 written language question (Green, 2007;Ying, 2003) and 2 conversational language questions (Barratt & Huba, 1994;Fu, 1995;Macrae, 1997;Williams, Woodhal, & O'Brian, 1986), (2) 4 questions concerning social support network (Kagan & Cohen, 1990;Perrucci & Hu, 1995;Yeh & Inose, 2003), 3) 5 questions concerning connectedness to the host culture, including familiarity with the American school system (Day & Hajj, 1986;White, Brown, & Suddick, 1983), relationships with American friends (Kagan & Cohen, 1990), and relationships with professors (Burt & Mills, 2006;Williamon & Thompson, 2006), 4) 2 questions concerning Asian learning styles (Niles, 1995;Leung, 2001;Yee, 1976), and 5) 1 question concerning emotional stability (Schram & Lauver, 1988;Wan, Chapman, & Biggs, 1992;Yeh & Inose, 2003).…”

Section: Measurement Instrumentmentioning

confidence: 99%

Attitudes of international music students from East Asia toward US higher education institutions

Choi

2012

International Journal of Music Education

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Nine universities in the United States with the greatest number of international students and having an accredited music program through the National Association of Schools of Music (NASM) were selected. Survey research methodologies were used to identify the status of the international music students from East Asia in U.S. higher education institutions and to determine their attitudes toward their schools.Among East Asian international music students at US higher education institutions, the results indicated that the professor's reputation, scholarships, and the program's reputation were perceived as the most influential factors impacting the program choice; a good relationship with professors, good feedback from professors, and emotional stability were perceived as the most influential factors impacting academic success; and the professor's teaching, the professor's expertise, and the improvement of musical skills were perceived as the most influential factors impacting students' satisfaction level. The most problematic issues reported were the language barrier and the cultural differences between their host and own countries. In addition, many of the East international music students in this study noted financial difficulties.ii

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“…With the increasing numbers of international students coming to the USA to pursue an educational goal, it is not only important that colleges and universities provide special services to help these students adjust to the host culture and solve their unique problems (Boyer and Sedlacek, 1986;Zhai, 2004) but also individual departments within these institutions should be aware of the impact they have on student adjustment and contributions they can make at their level. According to Wan et al (1992), by gathering and evaluating this information, educators will be better able to counsel individuals experiencing such stress, to take institutional actions to help alleviate the sources of the stress, and to prepare incoming international students to better handle the pressures they are likely to encounter (Zhai, 2004). International student retention can be at risk for departments and institutions that do not consider the problems and needs of international graduate students or provide help.…”

mentioning

confidence: 99%

Acculturative Stress and Disengagement: Learning from the Adjustment Challenges faced by East Asian International Graduate Students

Lyken-Segosebe¹

2017

IJHE

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International graduate students meet TOEFL, GPA, and other admissions criteria to gain entry into US colleges and universities. During their stay in the USA, they provide educational and economic contributions for their host country. In contrast to their educational and economic potential, international students often demonstrate poor academic and social integration at their host institutions. Grounded theory methodology was used to investigate what accounts for the academic, cultural, and social adjustment problems faced by East Asian graduate students pursuing studies at an elite private not-for-profit university in the USA. Findings reveal that students experienced lowered self-confidence and acculturative stress as a result of challenges encountered during their first year, language barriers, different teaching styles and teaching environments, and their interactions with professors. Raising faculty sensitivity to cultural differences among international students, early adjustment counseling and obtaining regular feedback are recommended.

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Academic stress of international students attending U.S. universities

Cited by 88 publications

References 14 publications

Determinants of International Students’ Academic Performance

Determinants of International Students’ Academic Performance

Attitudes of international music students from East Asia toward US higher education institutions

Acculturative Stress and Disengagement: Learning from the Adjustment Challenges faced by East Asian International Graduate Students

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