Journal of International Students
Volume 7, Issue 3, 2017, Pages 703-727

A developmental sequence model to university adjustment of international undergraduate students (Article)

Chavoshi S. , Wintre M.G. , Dentakos S. , Wright L.
  • a York University, Canada
  • b Department of Psychology, York University, Canada
  • c York University, Canada
  • d Schulich School of Business, York University, Canada

Abstract

The current study proposes a Developmental Sequence Model to University Adjustment and uses a multifaceted measure, including academic, social and psychological adjustment, to examine factors predictive of undergraduate international student adjustment. A hierarchic regression model is carried out on the Student Adaptation to College Questionnaire to examine theoretically pertinent predictors arranged in a developmental sequence in determining adjustment outcomes. This model accounted for over 60% of the variance in adjustment scores, and highlighted the importance of ecological factors in relation to student adjustment, such as social support, relationship with parents, and perceived institutional support as more useful than static measures of achievement such as high school GPA. Implications of these findings, including the important role of campus services, are discussed. © Journal of International Students.

Author Keywords

Undergraduate international students Adjustment to university Emerging adulthood Developmental sequence model

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019692755&doi=10.5281%2fzenodo.570029&partnerID=40&md5=d8f6bce037547cbac9645c24ccc2c4f3
DOI: 10.5281/zenodo.570029
ISSN: 21623104
Cited by: 3
Original Language: English