Towards an Integrated Conceptual Model of International Student Adjustment and Adaptation

Autor/inn/en	Schartner, Alina; Young, Tony Johnstone
Titel	Towards an Integrated Conceptual Model of International Student Adjustment and Adaptation
Quelle	In: European Journal of Higher Education, 6 (2016) 4, S.372-386 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2016.1201775
Schlagwörter	Models; Student Adjustment; Foreign Students; Heuristics; Higher Education; College Students; Acculturation; Educational Experience; Study Abroad; Educational Research; Sociocultural Patterns; Academic Achievement; Correlation; Statistical Analysis; Graduate Students; Language Proficiency; English (Second Language); Second Language Learning; Prior Learning; Decision Making; Personal Autonomy; Cultural Awareness; Social Support Groups; Interpersonal Relationship; Educational Practices; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Analogiemodell; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Heuristik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Akkulturation; Bildungserfahrung; Studies abroad; Auslandsstudium; Bildungsforschung; Pädagogische Forschung; Soziokulturelle Theorie; Schulleistung; Korrelation; Statistische Analyse; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Vorkenntnisse; Decision-making; Entscheidungsfindung; Individuelle Autonomie; Cultural identity; Kulturelle Identität; Social support; Soziale Unterstützung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bildungspraxis; Ausland; Großbritannien
Abstract	Despite a burgeoning body of empirical research on "the international student experience", the area remains under-theorized. The literature to date lacks a guiding conceptual model that captures the adjustment and adaptation trajectories of this unique, growing, and important sojourner group. In this paper, we therefore put forward a conceptual model of international student adjustment and adaptation which integrates theory and recent empirical research exploring the academic, psychological, and sociocultural aspects of and influences on the experience of study abroad. The article discusses, from an intercultural and educational research perspective, contributory factors to international student adjustment. It also details the theoretical background underpinning the model. We conclude by showing how the proposed integrated model can serve as a heuristic tool for international students and higher education practitioners, and we discuss its implications for practice and application. We also show how it can serve as a reference point for a research agenda. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01