Personality dimensions, psychosocial-demographic variables, and English language competency in predicting level of acculturative stress among Turkish international students.

By Erdine Duru, Şenel Poyrazlı. 2007

148 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Beyond Culture Learning Theory (2013, background): “…our predictions: The association between these two variables highlights the affective component it shares with the stress and coping framework (Duru & Poyrazli, 2007; Ward, 1996, 2001), and also suggests that this personality component relates to behavioral dimensions of adjustment (Earley &…”
Success factors for international postgraduate students' adjustment: exploring the roles of intercultural competence, language proficiency, social contact and social support (2013, background): “…or in a lingua franca such as English if this is the main language of instruction and assessment, is centrally important to academic success (e.g. Robertson et al. 2000; Ramburuth 2001; Mendelsohn 2002; Woodrow 2006; Duru and Poyrazli 2007; Ramsay et al. 2007; Gu, Schweisfurth, and Day 2010).”
A review of the acculturation experiences of international students (2011, background): “…evidence in the literature demonstrating that lower levels of English proficiency are a predictor of acculturative stress, and/or depression (Dao, Lee, & Chang, 2007; Duru & Poyrazli, 2007; Poyrazli, Kavanaugh, Baker, & Al-Timimi, 2004; Sumer, Poyrazli, & Grahame, 2008; Yeh & Inose, 2003).”