Psychological and pedagogical factors of international students’ adaptation in the Kazakh higher education system

Abstract

This study aimed to assess the adaptability and anxiety of international students of the first and fourth years to study in [BLINDED] University, Kazakhstan. The study relied on questionnaires for assessing adaptability (SACQ questionnaire) and anxiety (based on the technique developed by Spielberger and Khanin). The results show a correlation between anxiety and adaptability. Most first-year students have anxiety and adaptability at average and below-average levels. Fourth-year students have high adaptability scores and low anxiety scores. The results show that programs for international students at [BLINDED] University positively impact students, and there are essential in the university’s work. The anxiety and adaptability levels of the fourth-year students are expected and can be explained by natural habituation after time and the influence of programs for overcoming various adaptation barriers.