International Students in the U.S.: Social and Psychological Adjustment

Autor/inn/en	Jackson, Michelle; Ray, Sukanya; Bybell, Danica
Titel	International Students in the U.S.: Social and Psychological Adjustment
Quelle	In: Journal of International Students, 3 (2013) 1, S.17-28 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Foreign Students; Study Abroad; Self Esteem; Depression (Psychology); Online Surveys; Student Adjustment; Psychological Patterns; Acculturation; Coping; Symptoms (Individual Disorders); Correlation; Stress Variables; Social Support Groups; Student Attitudes; Likert Scales; Statistical Analysis; Measures (Individuals); Questionnaires; Massachusetts; Center for Epidemiologic Studies Depression Scale; Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Self-esteem; Selbstaufmerksamkeit; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Akkulturation; Bewältigung; Psychiatrische Symptomatik; Korrelation; Social support; Soziale Unterstützung; Schülerverhalten; Likert-Skala; Statistische Analyse; Messdaten; Fragebogen; Master-Studiengang
Abstract	In this study, we examined the role of self-esteem, hope, optimism, coping, acculturative stress, and social support on international students' depressive symptoms and sociocultural adjustment. Seventy international students completed a self-report online survey. The most notable finding was that the international students used adaptive and maladaptive coping techniques at similar rates. Greater use of coping techniques, higher acculturative stress and less social support were associated with more depressive symptoms and more difficulty with sociocultural adjustment. Lower self-esteem, less hope, and less optimism were associated with more depressive symptoms, but not sociocultural difficulty. Clinical implications and future directions are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01