International Journal of Intercultural Relations
Volume 66, 2018, Pages 22-33

Predictors of undergraduate international student psychosocial adjustment to US universities: A systematic review from 2009-2018 (Review)

Brunsting N.C.* , Zachry C. , Takeuchi R.
  • a Center for Global Programs and Studies, Wake Forest University, Winston-Salem, NC, United States
  • b Department of Psychology, Wake Forest University, Winston-Salem, NC, United States, 017 Reynolda Hall, Wake Forest University, Winston-Salem, NC 27109, United States
  • c College of Arts and Sciences, Wake Forest University, Winston-Salem, NC, United States, Wake Forest University, PO Box 28340, Winston-Salem, NC 27109, United States

Abstract

The most recent literature review of predictors of international student adjustment in institutions of higher education in the United States (U.S.) included studies from 1990 to 2009 (Zhang & Goodson, 2011). The current review was designed to understand the strengths and gaps of the literature on undergraduate international student adjustment to U.S. universities. Thirty quantitative studies reporting psychosocial outcomes for international undergraduate students at U.S. universities were identified. Acculturative stress, psychological adjustment, social belonging, depression, and anxiety were the most commonly researched outcomes. Recommendations are provided for extension of theoretical frameworks, next steps for researchers, and implications for students, faculty, and staff at U.S. universities. © 2018 Elsevier Ltd

Author Keywords

Colleges and universities Undergraduate Emotional adjustment Social adjustment United States international student

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048441843&doi=10.1016%2fj.ijintrel.2018.06.002&partnerID=40&md5=eb29e4e6b3a52e7470540b94d6790370
DOI: 10.1016/j.ijintrel.2018.06.002
ISSN: 01471767
Cited by: 8
Original Language: English