A Review of Literature on Adjustment Issues of International Students

Abstract

There is a scarcity of studies wherein a critical review or synthesis exists on the adjustment of international students with a few exceptional works. Therefore, through critical analyses of recent studies from various disciplines, the authors examine conceptual applications of existing models or typologies incorporated in previous studies, and redefine the nature of problems encountered by international students with a synthesis of study results on their adjustment issues: psychological, socio-cultural, and academic adjustment. Furthermore, suggestions for both practitioners and researchers are elaborated in the chapter. These suggestions include creating a new conceptual/theoretical model, emphasizing a critical role played by the host university, and tailoring support services to satisfy specific needs of diverse groups of international students within the specific campus context.

International Students from Melbourne Describing Their Cross-Cultural Transitions Experiences: Culture Shock, Social Interaction, and Friendship Development

“…A sudden loss of familiar cultural norms and familial support often make international students more vulnerable to experiencing 'culture shock' (Pyvis & Chapman, 2005). Theories applied to the study of international students and their experience with 'culture shock' has been criticized for its clinical orientations on early models of typology (Hwang, Martirosyan, & Moore, 2016); however different views recently emerged (Zhou et al, 2008). Zhou et al (2008) discuss 'cultural learning', stress coping models and social identification theories (Furnham & Bochner, 1986) as more contemporary and comprehensive in understanding 'culture shock' when people are exposed to a new culture.…”

“…Zhou et al (2008) discuss 'cultural learning', stress coping models and social identification theories (Furnham & Bochner, 1986) as more contemporary and comprehensive in understanding 'culture shock' when people are exposed to a new culture. These theories together with the different components of response such as affect, behavior and cognition (ABC) describe the different aspects of changes that arise from intercultural contact (Hwang et al, 2016;Zhou et al, 2008). In these three theories, the concept of 'culture shock' has been transformed into "contact-induced stress" accompanied by social skills deficits to deal with cultural conflicts and life changes (Hwang et al, 2016;Zhou et al, 2008, p. 65).…”

“…These theories together with the different components of response such as affect, behavior and cognition (ABC) describe the different aspects of changes that arise from intercultural contact (Hwang et al, 2016;Zhou et al, 2008). In these three theories, the concept of 'culture shock' has been transformed into "contact-induced stress" accompanied by social skills deficits to deal with cultural conflicts and life changes (Hwang et al, 2016;Zhou et al, 2008, p. 65). New terms such as adaptation and acculturation models (Ward, Bochner, & Furnham, 2005) are discussed in research literature which refers to other ways of managing and improving social skills (Zhou et al, 2008).…”

“…An individual keen to adapt and acculturate in a new culture needs coping strategies and a more active than passive effort in acquiring new social skills. These theories provide a more comprehensive model of understanding cultural adaptation and acculturation of international students (Zhou et al, 2008) with more opportunities for personal growth, development and 'cultural learning' (Hwang et al, 2016;Kim, 2001;Ward et al, 2005) The process of adaptation and adjustment in a host country is challenging and social interaction and friendship, as discussed through other studies (e.g., Altback, 1991;Furnham & Alibhai, 1985;Rienties, Johan, & Jindal-Snape, 2015;Rienties & Nolan, 2014;Hendrickson, Rosen, & Aune, 2011;Hotta & Ting-Toomey, 2013), play a significant role in supporting international students through their cross-cultural transitions and adjustment process. While some research discusses other pertinent issues of international students' experiences in the Australian context (e.g., Dalglish & Chan, 2005;Kashima & Pillai, 2011;Tawagi & Mak, 2015;Yeoh, Le, & Doan, 2013), literature that focuses on culture shock, social interaction and friendship network of international students in Melbourne is lacking.…”

“…Through their adjustment process, the participants selected more positive outcomes for personal growth and cultural learning (Hwang et al, 2016;Kim, 2001), which helped them boost their self-confidence and build a rapport with others. It also goes to show how 'culture shock' is part of the transition, adaptation, and development process, distinct to the often negative conceptualization around the early models of typology around the term in regards to cross-cultural experiences (Hwang et al, 2016;Kim, 2001;Zhou et al, 2008). 'Shock' is understood as the stimulus for the acquisition of culture-specific or behavioral social skills required to engage in new social interactions (Zhou et al, 2008).…”