Psychological distress among international students in Turkey

Çetinkaya-Yıldız, Evrim; Çakır, S. Gülfem; Kondakçı, Yaşar

doi:10.1016/j.ijintrel.2011.04.001

Cited by 37 publications

(33 citation statements)

References 48 publications

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“…Several researchers have discovered that international students who have higher host language proficiency report better adjustment and experience lower levels of negative behavioural and emotional responses attributable to the experiences of adjustment to a new cultural environment; that is, they experience lower levels of acculturation stress (e.g., Cetinkaya-Yildiz, Cakir, and Kondakci 2011;Poyrazli et al 2001;Poyrazli et al 2004;Yeh and Inose 2003). Adjusting to a new academic environment can also be a major challenge for international students.…”

Section: Experiences Of International Studentsmentioning

confidence: 99%

Higher education professionals' perspectives on international student experiences of life and learning in Ireland: a qualitative study

O’Reilly

Hickey

Ryan

2013

Irish Educational Studies

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Although numerous studies have explored international students' experiences, there is a dearth of research exploring the perspectives of professionals who have contact with international students. The present study addresses this gap in the literature by providing an analysis of higher educational professionals' (n =11) perspectives of international students' experiences and analysing the challenges which arise when working with international students. In this study, semi-structured interviews were conducted with staff from a large Irish Higher Education Institution. Participants described a range of difficulties experienced by international students, including sociocultural and psychological difficulties, and outlined a number of challenges which exist when dealing with international students, most of which relate to cultural differences and lack of interest in internationalisation. The findings have important policy and practical implications for higher education service provision and point to the need to consider internationalisation as a process which can be enriching for international students, host students and staff members alike.

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Section: Experiences Of International Studentsmentioning

confidence: 99%

Higher education professionals' perspectives on international student experiences of life and learning in Ireland: a qualitative study

O’Reilly

Hickey

Ryan

2013

Irish Educational Studies

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“…International students face many challenges when transitioning from home countries to U.S. educational institutions but the growing base of evidence suggests that integration support services and programs help international students overcome academic, cultural, and social challenges (Cetinkaya-Yildiz et al, 2011;Cho & Yu, 2015;Glass et al, 2014;Madden-Dent, 2014). The current study reveals that 200 randomly selected U.S. colleges and universities provide a variety of international student support services on academic, cultural, linguistic, professional development topics in efforts to address these challenges; consistent with findings from previous related research (Madden-Dent et al, 2018;Martirosyan et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

“…Student satisfaction often proves critical in today's highly competitive higher education markets when schools compete for international students. As international students have greater choice of college or university they will attend, students seek institutions perceived to facilitate their social and academic adjustment, integration, retention, and academic successes (Cetinkaya-Yildiz et al, 2011;Cho & Yu, 2015). One recent study utilizing data from the International Student Barometer (ISB), measured 45,000 international undergraduate students' satisfaction at more than 100 U.S., European and Australian institutions (Ammigan & Jones, 2018).…”

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confidence: 99%

An Inventory of International Student Services at 200 U.S. Universities and Colleges

Madden-Dent

Wood

Roskina³

2019

jis

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During the spring semester of 2018, a survey of international student support services was conducted on 200 randomly selected U.S. universities and colleges using the International Student Support Services Index. Survey results identified the most and least commonly provided international student support services in addition to common patterns of institutional practices around international student support across the US. The research results are complimented by researcher notes and observations in addition to school administrator quotes. This article concludes with recommendations and implications for practice. Colleges and universities wanting to recruit and retain culturally and academically prepared international students may benefit from learning how other institutions offer integration support services.

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“…Language difficulty has also invariably been reported as a source of acculturative stress, ascertaining that international students with poor local language proficiency in the host community are more likely to experience higher acculturative stress (e.g., [34] [56]). In congruence with the previous literature, the present result also found a significant negative correlation between acculturative stress and Chinese language proficiency, suggesting that students with good Chinese language skill better function in the process of acculturation.…”

Section: Association Between Sociodemographics and Acculturative Stressmentioning

confidence: 99%

Major Causes of Acculturative Stress and Their Relations with Sociodemographic Factors and Depression among International Students

Gebregergis¹

2018

JSS

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The purpose of the study was to examine the main sources of acculturative stress and their associations with sociodemographic factors and depression. A descriptive cross-sectional research design was employed to investigate the study. International students (N = 506) volunteered to take part in the survey and completed two self-report questionnaires: Acculturative Stress for International Students Scale and a Center for Epidemiological Studies Depression Scale. Descriptive statistics, Pearson's product moment correlation, t-test, and analysis of variance were performed in data analyses. The study delineated that homesickness, culture shock, and discrimination were the leading stress causing factors among the students. Participants' age, marital status, Chinese language proficiency, friendship with local students, educational level, prior travel experience and source of financial support also appeared to have a significant association with their acculturative stress scores. The study also explored a significant positive relationship between acculturative stressors and depression. Findings of the study could apply to host universities to better engineer programs or services that accelerate and promote the psychological positive acculturative process and outcomes of their international fellow students and subsequently safeguard them from exacerbating mental health problems.

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Psychological distress among international students in Turkey

Cited by 37 publications

References 48 publications

Higher education professionals' perspectives on international student experiences of life and learning in Ireland: a qualitative study

Higher education professionals' perspectives on international student experiences of life and learning in Ireland: a qualitative study

An Inventory of International Student Services at 200 U.S. Universities and Colleges

Major Causes of Acculturative Stress and Their Relations with Sociodemographic Factors and Depression among International Students

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