A Developmental Sequence Model to University Adjustment of International Undergraduate Students

Autor/inn/en	Chavoshi, Saeid; Wintre, Maxine Gallander; Dentakos, Stella; Wright, Lorna
Titel	A Developmental Sequence Model to University Adjustment of International Undergraduate Students
Quelle	In: Journal of International Students, 7 (2017) 3, S.703-727 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Student Adjustment; Foreign Students; Grade Point Average; Undergraduate Students; Regression (Statistics); Predictor Variables; College Students; Questionnaires; Scores; Social Support Groups; Parent Child Relationship; Academic Achievement; Social Adjustment; Emotional Adjustment; Student Characteristics; English (Second Language); Language Proficiency; Measures (Individuals); Student Attitudes; Student Adaptation to College Questionnaire + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Regression; Regressionsanalyse; Prädiktor; Collegestudent; Fragebogen; Social support; Soziale Unterstützung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schulleistung; Soziale Anpassung; Emotionale Anpassung; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Messdaten; Schülerverhalten
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01