The present study examines the role of computer-mediated communication (CMC) technologies in the early stages of cross-cultural transition for international students in the United States. A structural equation model is tested that hypothesizes that CMC with the home country affects the students' maintenance of home identity, and perceptions of available social support. In turn, the model portrayed these factors and the acquisition of host national identification as influencing the psychological, socio-cultural, and academic adaptations of the students. Data from 280 first-year international students who responded to a web survey were used to test the model. The findings suggest that the model is plausible in explaining how these factors combine to affect the studentsrs' daptation to the new culture. © 2005 Elsevier Ltd. All rights reserved.

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