A review of the acculturation experiences of international students

By Rachel Smith, N. Khawaja. 2011

1,080 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/375677b3ae950fa77febfbd008a59cb9bb78edb4

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Citations in the corpus

Comparative effects of belongingness on the academic success and cross-cultural interactions of domestic and international students (2014, positive): “Multiple studies highlight the deleterious effects of loneliness on international students (Russell, Rosenthal, & Thomson, 2010; Sawir, Marginson, Deumert, Nyland, & Ramia, 2007) and the buffering effects of peer support on depression and stress (Crockett et al., 2007; Smith & Khawaja, 2011).”
Factors That Contribute to the Adjustment of International Students. (2016, background): “…unfamiliarity with available resources and how to access those resources, lack of an established social support system and/or social network compound the problems experienced in those areas (Smith & Khawaja, 2011) and often manifest in depression, loneliness and isolation (Wei et al., 2007).”
Beyond Culture Learning Theory (2013, background): “This distinction is widely recognized in the contemporary acculturation literature (Berry, Phinney, Sam, & Vedder, 2006; Smith & Khawaja, 2011).”
Social Support Benefits Psychological Adjustment of International Students: Evidence From a Meta-Analysis (2019, background): “However, studying abroad comes with many challenges, including academic demands and acculturation pressures (Smith & Khawaja, 2011).”
The First Year Acculturation: A Longitudinal Study on Acculturative Stress and Adjustment among the First Year International College Students (2021, background): “While limited programming efforts to help international students adapt to American academic expectations and norms exist, few institutions have embraced such programs (Smith & Khawaja, 2011; Yan & Sendall, 2016).”
The Interplay of International Students' Acculturative Stress, Social Support, and Acculturation Modes (2015, background): “There has been much less research focus on whether these results are the same for international students in the United States (Smith & Khawaja, 2011), although there appear to be several compelling differences between international students and other acculturating groups.”
Culture shock and reverse culture shock: The moderating role of cultural intelligence in international students’ adaptation (2016, background): “Adaptation that is positive is considered to be instrumental and leads to successful sojourns, while negative adaptation can lead to unsuccessful sojourns (Smith & Khawaja, 2011; Brisset et al., 2010; Chiu, Wu, Zhuang, & Hsu, 2009).”
Examining associations among achievement motivation, locus of control, academic stress, and life satisfaction: A comparison of U.S. and international undergraduate students (2017, background): “However, the majority of literature focusing on the acculturation process (Chavajay & Skowronek, 2008; Desa, Yusooff, & Abd Kadir, 2012; Smith & Khawaja, 2011) neglects how these students motivate themselves to achieve and how their satisfaction of life, academic stress, and sense of control of…”
Uneven Experiences: The Impact of Student-Faculty Interactions on International Students' Sense of Belonging. (2015, background): “Two recent major reviews of research on international students’ psychosocial adjustment to life in the U.S. included no studies examining student-faculty relational processes (Smith & Khawaja, 2011; Zhang & Goodson, 2011).”