Predictors of undergraduate international student psychosocial adjustment to US universities: A systematic review from 2009-2018

Brunsting, Nelson C.; Zachry, Corinne; Takeuchi, Risa

doi:10.1016/j.ijintrel.2018.06.002

Cited by 118 publications

(106 citation statements)

References 46 publications

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“…Recent literature reviews on international student adjustment, acculturative stress, and well-being concur in their summaries of the international student experience: Many international students adjust well to the new academic, cultural, and social environment at the university and have positive well-being outcomes; however, a substantial portion of international students encounter a range of challenges and experience lower well-being (Alharbi & Smith, 2018;Brunsting, Zachry, & Takeuchi, 2018;J. Li, Wang, & Xiao, 2014;Smith & Khawaja, 2011;J.…”

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confidence: 99%

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International Students’ Perceived Language Competence, Domestic Student Support, and Psychological Well-Being at a U.S. University

Luo

Fang

et al. 2019

jis

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To increase knowledge of international students' psychological well-being at U.S. universities, we examined the degree to which demographic factors, perceived language competence, and domestic student social support were associated with Ryff's (1989aRyff's ( , 1989b) six aspects of psychological well-being. Participants (n = 216) were undergraduate and graduate students from one mid-sized private university in the Southeast. Analyses revealed differential psychological well-being scores based on demographics. Perceived language competence and domestic student social support were associated positively with multiple aspects of psychological well-being. The novel findings of this case study provide initial evidence of a potentially useful new approach toward international student adjustment and well-being. The authors provide initial recommendations for researchers, practitioners, and international students. . His research is focused on understanding the socioemotional development of diverse populations in educational settings.

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confidence: 99%

“…This focus on international students' university experience has illuminated the successes and challenges students from across the globe encounter in the US, with the greatest attention afforded to psychosocial outcomes such as acculturative stress, anxiety, and depression (Brunsting, Zachry, & Takeuchi, 2018;J. Zhang & Goodson, 2011).…”

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confidence: 99%

International Students’ Perceived Language Competence, Domestic Student Support, and Psychological Well-Being at a U.S. University

Luo

Fang

et al. 2019

jis

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“…Other researchers have suggested creating awareness of existing support services and programs designed for international students as ways of facilitating their overall success (Brunsting, Zachry, & Takeuchi, 2018;Kenyon, Frohard-Dourlent, & Roth, 2012;Poyrazli & Grahame, 2007;Sato et al, 2018;Tsai & Wong, 2012). Similarly, Korobova and Starobin (2015) and Earnest et al (2010) proposed that institutions consider conducting special intensive orientation sessions and multiple summer bridge programs to support successful transitioning into the new academic environment.…”

Section: Academic Support and Engagementmentioning

confidence: 99%

“…Surprisingly, most of the interventions involving social support targeted institutions investing more resources in activities supporting students' adjustment. Three studies focused on creating a multicultural environment within which students could freely interact (Brunsting et al, 2018;Rosenthal et al, 2007;Young, 2014) as a strategy for increasing their social support. Two other studies suggested creating awareness of the social support services available on campus (Kenyon et al, 2012;Tsai & Wong, 2012).…”

Section: Social Supportmentioning

confidence: 99%

“…Moreover, various interventions have suggested that there is a need to involve various stakeholders, ranging from top administrators to faculty, researchers, host students, and the community, as well as the international students themselves, to improve the experiences and engagement levels of international undergraduate students. Based on the findings of Brunsting et al (2018) and Sato et al (2018), international undergraduate students also have a role to play in improving their level of engagement. They need to be proactive, seek more intense academic challenges, plan meaningful interactions with faculty, staff, and other students, improve their connectedness by engaging in serious conversations with students from other races, regions, and personal backgrounds, participate in practical and field experiences, and get more involved in the learning community and community service to improve their overall academic experience.…”

Section: Implications For Higher Education Administrators and Internamentioning

confidence: 99%

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International Undergraduate Student Engagement: Implications for Higher Education Administrators

Wekullo

2019

jis

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Much has been written about engaging international students in their new campus environments. However, there is still a gap between literature and practice in terms of such students’ initial experiences. A systematic review of 48 studies published between 2007 and 2018 was conducted to locate the research gaps, examine how and in what areas international undergraduate students are being encouraged to participate, and their unique experiences with the process. The findings show that few studies focused solely on international undergraduates. Their engagement varied depending on the student’s background, major, region, and type of institution. These students faced unique and uneven experiences with social support, academics, community identity, connectedness, and perceived discrimination. Implications for higher education administrators, international students, and researchers suggested.

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U.S. agricultural university students' mental well‐being and resilience during the first wave of COVID‐19: Discordant expectations and experiences across genders

Ehmke

Katare

Kiesel

et al. 2022

Applied Eco Perspectives Pol

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The coronavirus disease 2019 (COVID‐19) pandemic's first wave led to declining mental health and life satisfaction outcomes for college students, especially women. While women in undergraduate agricultural programs outperformed men academically prior to and during the pandemic, the achievement may have come at personal cost, especially for those women with fewer personal and environmental resiliency resources. Our research objective was to expand on personal, social, and environmental factors linked with lower mental health and life satisfaction scores for students in agriculture during the pandemic. We measured the influence of such factors across gender‐based mental health and life satisfaction outcomes. Our data were collected from 2030 students using an on‐line survey across six land‐grant university college of agriculture in agriculturally as many distinct regions of the United States. We estimated OLS and Ordered Probit models of their mental health and life satisfaction self‐assessments. Our findings reveal students' mental health and life satisfaction were reduced due to a paucity of personal (e.g., less future orientation or graduate school aspirations, food and housing insecurity, and personal health risks) and environmental (e.g., lower quality on‐line learning experiences, isolation, family health risk, discrimination experiences) resiliency resources. Our results suggest women were more likely than men to be adversely affected by reduced resiliency resources. These findings suggest university emergency response policies need to address students' needs for housing and food security, on‐line course development and delivery, tele health and mental health resources, broad social inclusion and diversity to decrease risk of female attrition and support all students in agricultural degree programs.

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Predictors of undergraduate international student psychosocial adjustment to US universities: A systematic review from 2009-2018

Cited by 118 publications

References 46 publications

International Students’ Perceived Language Competence, Domestic Student Support, and Psychological Well-Being at a U.S. University

International Students’ Perceived Language Competence, Domestic Student Support, and Psychological Well-Being at a U.S. University

International Undergraduate Student Engagement: Implications for Higher Education Administrators

U.S. agricultural university students' mental well‐being and resilience during the first wave of COVID‐19: Discordant expectations and experiences across genders

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