Adjustment Issues of International Students Enrolled in American Colleges and Universities: A Review of the Literature
By A. Araujo. 2011
130 citations recorded by the source corpus.
This article is a review of the literature concerning the adjustment issues experienced by international students enrolled in American colleges and universities. Convergent findings indicated that English fluency, social support, length of stay in the U.S., perceived discrimination or prejudice, establishing relationships with Americans, and homesickness were the most significant variables related to the adjustment of international students. Limitations in the literature and suggestions for future research are discussed.
Subfields: Communication, Education, Political Science and International Relations
View Paper: https://www.semanticscholar.org/paper/1c2a04f84cbe09f2a82ccb52ce1e89780cb0b1ec
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In Communication
Citations in the corpus
- Social Support Benefits Psychological Adjustment of International Students: Evidence From a Meta-Analysis (2019, background): “Among these, the relation between social support and psychological adjustment has been particularly extensively investigated by scholars (Berry, 2005; de Araujo, 2011; Lee, Koeske, & Sales, 2004; Poyrazli, Kavanaugh, Baker, Al-Timimi, 2004; Wang & Xiao, 2014; Zhang & Goodson, 2011).”
- Predictors of undergraduate international student psychosocial adjustment to US universities: A systematic review from 2009-2018 (2018, background): “…as they either did not report findings separately for graduate and undergraduate students (Mesidor & Sly, 2016), had samples outside U.S. (Smith & Khawaja, 2011), focused solely on Chinese international students (Yan & Berliner, 2011), or did not include studies after 2010 (de Araujo, 2011).”