351
The Effect of English Proficiency and Social Support on Academic Adjustment and Acculturative Stress Among International Students
1Illy Athira Kamaruddin, *2Nurul ‘Ain Hidayah Abas, 3Mohammed Y.M. Mai
1, 2 Department of Psychology and Counselling
3 Department of Educational Studies
Faculty of Human Development, Sultan Idris Education University, Malaysia
*E-mail: [email protected]
ABSTRACT
In recent years, Malaysia has been attracting many international students to our public higher institution, which is expected to increase by the year 2025. This research objective examines the relationship between English proficiency and social support on academic adjustment and acculturative stress among international students. Guided by the Berry Acculturation Model (1997), this quantitative research design uses the survey method to collect data from the sample. A total of 129 data was collected. Results revealed a positive correlation between English proficiency and academic adjustment and a positive correlation between social support and academic adjustment, however no significant correlation on acculturation stress. Findings from multiple linear regression analysis further showed that English proficiency significantly predicted their academic adjustment. Neither main effects nor between-subjects effects of gender and length of stay in Malaysia is significant on students’ academic adjustment and acculturative stress. This research will contribute to the international students to increase their awareness of the importance of English proficiency and social support on academic adjustment. It also gives insight to the public higher institution to create support services and the community and local students can be aware of giving help to the international students.
Keywords: Academic adjustment; acculturative stress; English proficiency; international students;
social support
1. INTRODUCTION
Malaysia is one of the countries that offer top-notch education, attracting overseas students to study here. According to the Malaysia Educational Statistic (2018), 27,766 international students have enrolled in public higher education institutes alone. This trend makes up about 5.16% of the students enrolled in our tertiary education. The Ministry of Education has aspired to increase the accessibility of the international students' enrolment in higher education and improve the quality of graduates, institutions, and overall system by the year 2025 (Malaysia Education Blueprint, 2015 – 2025). It is then expected that the number of enrolments of international students will increase to 250,000.
Getting into a higher institution is an enriching experience for university students. It is a development process for young adulthood to bring opportunities for them to explore and learn
352 intellectual growth. However, university students have high exposure to stress, especially international students, which requires them to leave their home country and adapt to the new environment (Kosheleva et al., 2015). Acculturative stress as defined by Berry, Kim, Minde, and Mok (1987) defined is a type of stress involved in the acculturation process that includes physical, psychological, and social aspects, which can harm individual health status. It is also conceptualized as a stress reaction that occurs when individuals undergo acculturation to adapt to the new culture (Cura et al., 2016).Previous studies have identified that acculturative stress occurred when there is a lack of social support from their family and friends (e.g.: Ali, Yoenanto & Nurdibyanandaru, 2020; Yu, Bodycott, and Mak, 2019) and low English proficiency (e.g.: Jiang, Yuen & Horta, 2020; Xing & Bolden, 2019) which contributed to the difficulty to adjust. Therefore, this has brought the need to understand English proficiency and social support towards the academic adjustment and acculturative stress among international students.
2. LITERATURE REVIEW
Berry’s Acculturation Model (1997) explains individual level suggests factors prior to acculturation include age, gender, education, pre-acculturation, status, migration motivation, expectations, cultural distance (language and religion), and personality. These factors will influence the individual's response towards acculturative stress through the acculturation experience, experience appraisal, strategies used, immediate effects, and long-term outcomes. In this framework, English proficiency, which is cultural distance, is a potential factor that exists before the acculturation; meanwhile, social support is a factor that exists during the acculturation, which could also impact acculturative stress.
Several studies have been done based on the model to understand the individual-level of the acculturation process. Yu, Bodycott, and Mak (2019) found that resources like English proficiency, social support, and low perceived discrimination help international students psychologically adjust to the unfamiliar culture. Kukatlapalli et al. (2019) also reported that students who possess the confidence and good English proficiency make a better academic adjustment than those who lack English. Bastien et al. (2018) found out that factors that influenced international students' academic adjustment include the length of stay, English proficiency, and help-seeking behaviour. Moreover, Chen and Bang (2020) reported that English proficiency before studying abroad is crucial for the students, and the high level of preparation regarding the host culture helps their academic success. Apart from academic
353 adjustment, previous studies have addressed international students' English language fluency and stress level (Xing et al., 2019; Jiang et al., 2020). A finding by Xing et al. (2019) further highlighted how their low English proficiency affected their academic acculturation process.
Jiang et al. (2020) review the factors influencing life satisfaction among international students in mainland China which include quality of education, university support services, lack of interaction with the local students, financial stressors, language barrier, and perceived discrimination.
To extend the literature context, Cura et al. (2016) highlighted that when acculturative stress is lower, the student's academic adjustment increases. Also, academic achievement is positively correlated with the support given by family, friends, and school. Consistent with Hartwell and Ounoughi (2019), the interaction between local students and international students brings two-way benefits. The international students benefit from the local students in terms of the local language, familiarity with the education system, and reduce stress while the local students can learn a new foreign language and multicultural exchanges. Based from these arguments, four hypotheses are derived:
H1a: English proficiency of international students predicts their academic adjustment H1b: Social support of international students predicts their academic adjustment H2a: English proficiency of international students predicts their acculturative stress H2b: Social support of international students predicts their acculturative stress
3. METHODOLOGY
Participants
The sample's inclusion criteria consist of international students studying pursuing a Diploma, Bachelor's Degree, Master's Degree, or Doctorate studies in UPSI. Both males and females are included in this study and have completed one semester of study in UPSI. Non-probability sampling is performed to recruit participants in this study. 129 international students were recruited from the study and included in the data analysis (n= 60 males, n= 73 females).
Measures
Perceived English Proficiency (PEP): Perceived English Proficiency (PEP) by Liao, Chao, Heppner and Ku (2012), to determine the individual's perceived ability in speaking, reading,
354 writing, listening, and overall English ability using five items. This questionnaire is a 5-point Likert-scale from 1 (very poor) to 5 (very good). The sample items include "How good are you at understanding spoken English?". The average score of the five items is used to determine the level of English proficiency among international students, with a high score indicating a high level of English proficiency.
Multidimensional Scale of Perceived Social Support (MSPSS): Zimet, Dahlem, Zimet, and Farley (1988) developed the Multidimensional Scale of Perceived Social Support (MSPSS) to determine the perception of social support received by international students' families, friends, and significant others. This questionnaire has 12 items with three subscales;
Significant Others (4 items; e.g., “There is a special person who is around when I am in need”), Family (4 items; e.g., “My family really tries to help me”), and Friends (4 items; e.g., “My friends really try to help me”), and its responses is a 7-point Likert-type scale, 1 = Very strongly disagree and 7 = Very strongly agree. The score ranges from 12 to 84. A higher score on this questionnaire indicates a high perceived social support.
The College Adjustment Questionnaire (CAQ): The College Adjustment Questionnaire (CAQ) by Shirley and Rosen (2010) determines students' adjustment to university life. There are 14 items with three subscales; Academic Adjustment, which measures overall academic success (5 items; e.g., “I am succeeding academically”), Social Adjustment focus on social engagement (5 items; e.g., “I don't have as much of a social life as I would like”) and Emotional Adjustment determine the students' emotional and psychological well-being (4 items; e.g., “I feel that I am doing well emotionally since coming to college”). It is a 5-point Likert-type scale with responses ranging from 1 to 5, 1 = very inaccurate and 5 = very accurate. The range of scores is from 14 to 70. A higher score on the questionnaire indicates high academic adjustment. Items 2, 8, 9, 11, and 13 are reverse coded.
The Acculturative Stress Scale for International Students (ASSIS): The Acculturative Stress Scale for International Students (ASSIS) was developed by Sandhu and Asrabadi (1994) to identify the level of acculturative stress among international students. There are 36 items with seven subscales; Perceived Discrimination(8 items; e.g., “I am treated differently in social situation”), Homesickness (4 items; e.g., “I feel sad living in unfamiliar surroundings”), Perceived Hate (5 items; e.g., “Others are sarcastic toward my cultural values”), Fear (4 items;
e.g., “I fear for my personal safety because of my different cultural background”), Stress due to Change/Culture Shock (3 items; e.g., “I feel uncomfortable to adjust to new foods”), Guilt (2 items; e.g., “I feel guilty to leave my family and friends behind”) and Miscellaneous (10 items;
e.g., “I feel nervous to communicate in English”). The range of the total score is from 36 – 180.
355 The high score derived from this questionnaire shows that the individual possesses higher acculturative stress.
Research Procedures
The advertisement is in the form of an email explaining the research, significance, participation criteria, and a web link to the survey. Participation was voluntary, and their confidentiality is assured. The instruments are available in English and Chinese language to increase the response rates among Chinese students. A back translation procedure is implemented.
Ethical Procedures: An application letter was sent to UPSI Deputy Vice-Chancellor (Academic and International) to allow data collection in UPSI. The ethical application was sent to the Research Management and Innovation Centre (RMIC) UPSI for the ethical procedure in human research subjects.
4. RESULTS
This research collected N=137 international students from Universiti Pendidikan Sultan Idris (UPSI); however, data that did not fit the research criteria (n=8) were excluded from the analysis. The excluded data involved local students. There is no missing data reported in this study. A detailed overview of the participants' demographic profiles, including their gender, age, faculty, level of education, country of origin, and length of stay in Malaysia, is presented in Table 1.
Table 1: Participants’ Demographic
Demographic Variable Categories N %
Gender Male
Female
60 69
46.5 53.5
Age 19 – 21 years old
22 – 24 years old 25 – 27 years old 28 – 30 years old More than 30 years old
18 61 27 10 13
14.0 47.3 20.9 7.8 10.1
Country of Origin Arab
Bangladesh China Indonesia
India Iraq Jordan
Oman Somalia Thailand
3 44 20 6 8 8 3 16 10 1
2.3 34.1 15.5 4.7 6.2 6.2 2.3 12.4
7.8 0.8
356
Demographic Variable Categories N %
United Arab Emirates Nigeria
Japan Iran Myanmar Singapore
Namibia
1 3 1 1 1 2 1
0.8 2.3 0.8 0.8 0.8 1.6 0.8 Length of Stay in
Malaysia
Less than a year 1 – 2 years More than 2 years
3 69 57
2.3 53.5 44.2
N=129 participants are included in the analysis, including 60 males (46.5%) and 69 females (53.5%). The majority of the participants are from 22 – 24 years old (47.3%). The highest frequency of participants is from Bangladesh (34.1%), China (15.5%) and Oman (12.4%). Meanwhile, 88 participants are currently pursuing Bachelor's Degrees (68.2%), 44 participants are from Bangladesh (34.1%), and 69 participants have stayed for 1 – 2 years (53.5 %).
A full model entry was employed to regress all predictor variables onto the dependent variable to test if English proficiency and social support are good predictors of international students’ academic adjustment. A standard multiple regression analysis was employed to predict international students’ Academic adjustment by their English proficiency and social support. Table 2 displays the correlations between the variables.
Table 2: Person correlation between PEP and CAQ & MSPSS
PEP MSPSS
CAQ Pearson Correlation .363** .203*
Sig. (2-tailed) .000 .021
N 129 129
Based on Table 2, Pearson correlation results indicate a positive correlation between the international students' English proficiency and their academic adjustment (rs= 0.363, N=129, p < 0.05). This also indicates that international students who are not fluent in using English will have a problem adjusting academically, which leads to academic difficulties. The result reported in Table 2 also indicates that a significant relationship is found between social support and academic adjustment (rs= 0.203, N=129, p > 0.05). This result shows the importance of social support to help the international students’ academic adjustment (Table 3).
357 Table 3: Model Summary
Model R R Square Adjusted R Square Std. Error of the Estimate
1 .372a .139 .125 .66819
a. Predictors: (Constant), Social support, English proficiency
In this case, the R2 of 0.139 indicates that 13.9% of the variation in international students’ academic adjustment is explained by the regression variables. The adjusted R2 value of 0.139 indicates that more than a third of the variability in international students’ academic adjustment could be predicted by their English proficiency and social support. For more information on the model, Table 4 shows the regression ANOVA, which tests for a linear relationship between the variables.
Table 4: The regression ANOVA
Model Sum of Squares df Mean Square F Sig.
Regression 9.049 2 4.525 10.134 .000b
Residual 56.255 126 .446
Total 65.305 128
a. Dependent Variable: Academic adjustment
b. Predictors: (Constant), Social support, English proficiency
The results in the ANOVA Table (F (2, 126) = 10.134, p < .001) indicate that the value of F is significant beyond the 0.01 level. The full model R2 was significantly greater than zero, R2 = 13.9%. On the second step all the predictors were entered simultaneously, resulting in the “Coefficients”, that provides the estimates of the regression coefficients (Table 5).
Table 5: Regression output (Regression Coefficients) Unstandardized
Coefficients
Standardized
Coefficients t Sig.
B Std. Error Beta
(Constant) 2.573 .298 8.639 .000
English proficiency .271 .072 .332 3.770 .000
Social support .047 .047 .088 1.002 .318
a. Dependent Variable: Academic adjustment
Analysis of regression coefficients (Table 5) indicated that international students’
academic adjustment was predicted by English proficiency (Beta = 0.332, p < .01). Social support (Beta = -0.088, n.s.) was not a significant predictor. The variables predicted
358 significantly 13.9% of the variance in Academic adjustment. The overall model fit was R2 = 0.139. Thus, the better international student’s English proficiency, the better an international students’ Academic adjustment.
A full model entry was employed to regress all predictor variables onto the dependent variable simultaneously to test the relationship between acculturative stress as a dependent variable and English proficiency and social support as independent variables. A standard multiple regression analysis was employed to predict international students’ acculturative stress by their English proficiency and social support. Table 6 displays the correlations between the variables.
Table 6: Pearson correlation between MSPSS and CAQ & ASSIS
MSPSS PEP
ASSIS Pearson Correlation .134 .032
Sig. (2-tailed) .131 .715
N 129 129
Based on Table 6, the correlation between social support revealed no relationship with the acculturative stress among international students in UPSI (r=0.134, N= 129, p > 0.05).
Thus, when international students receive high social support from family, friends, and significant others, this will not significantly help them to acculturative the stress. Table 6 also shows no significant relationship between English proficiency and acculturative stress (r=0.032, N=129, p > 0.05). indicating that whether international students have high or low English proficiency will not reflect their acculturative stress. To get more information about the goodness of fit of a model, the results about R Square are presented in Table 7.
Table 7: Model Summary
Model R R Square Adjusted R Square Std. Error of the Estimate
1 .135a .018 .003 .76928
a. Predictors: (Constant), Social support, English proficiency
In this case the R2of 0.018 indicates that 1.08% of the variation in international students’
acculturative stress is explained by the regression variables. The adjusted R2 value of 0.018 indicates that a very little portion of the variability in international students’ acculturative stress could be predicted by their English proficiency and social support. For more information about
359 the model, Table 8 shows the regression ANOVA, which tests for a linear relationship between the variables.
Table 8: The regression ANOVA
Model Sum of Squares df Mean Square F Sig.
Regression 1.375 2 .688 1.162 .316b
Residual 74.566 126 .592
Total 75.941 128
a. Dependent Variable: acculturative stress
b. Predictors: (Constant), Social support, English proficiency
The results in the ANOVA Table (F (2, 126) = 1.162, p ns) indicate that the value of F is not significant. The full model R2 was not significantly greater than zero, R2 = 1.08% show a bad model to express the relationship between the variables. On the second step all the predictors were entered simultaneously, resulting in the “Coefficients”, that provides the estimates of the regression coefficients (Table 9).
Table 9: Regression output (Regression Coefficients) Unstandardized
Coefficients
Standardized
Coefficients t Sig.
B Std. Error Beta
(Constant) 2.619 .343 7.639 .000
English proficiency -.014 .083 -.016 -.168 .867
Social support .080 .054 .139 1.479 .142
Analysis of regression coefficients (Table 5) indicated that international students’
acculturative stress can’t be predicted by the two independent variables. Neither English proficiency (Beta = -0.016, ns) nor social support (Beta = 0.139, n.s.) were a significant predictor as both variables predicted only 1.08% of the variance in acculturative stress.
International students’ academic adjustment was subjected to a two-way analysis of variance having two levels of gender (male/female) and Length of Stay in Malaysia (1 - 2 Year/ More than 2 Year).
360 Table 10: Tests of Between-Subjects Effects
Source Type III Sum of Squares
df Mean Square F Sig.
Corrected Model 1.453a 3 .484 .936 .426
Intercept 1789.631 1 1789.631 3457.599 .000
Gender .501 1 .501 .967 .327
LSM1 .906 1 .906 1.750 .188
Gender * LSM1 .028 1 .028 .054 .817
Error 63.146 122 .518
Total 1885.560 126
Corrected Total 64.600 125
a. R Squared = .022 (Adjusted R Squared = -.002)
Table 10 shows the main ANOVA summary results. The main effect of gender was not significant, F (1, 122) = 0.967, p = .327. Similarly, the main effect of Length of Stay in Malaysia was not significant, F (1, 122) = 1.750, p = .188. Regarding the interaction effect, results show no significant effect, F (1, 122) = 0.054, p = 0.817. Such results reveal that international students have the same level of academic adjustment regardless of their gender or Length of Stay in Malaysia. International students’ acculturative stress was subjected to a two-way analysis of variance having two levels of gender (male/female) and Length of Stay in Malaysia (1 - 2 Year/ More than 2 Year).
Table 11: Tests of Between-Subjects Effects
Source Type III Sum of Squares df Mean Square F Sig.
Corrected Model .576a 3 .192 .316 .814
Intercept 1106.466 1 1106.466 1822.262 .000
Gender .317 1 .317 .522 .471
LSM1 .101 1 .101 .166 .684
Gender * LSM1 .129 1 .129 .213 .645
Error 74.078 122 .607
Total 1197.681 126
Corrected Total 74.654 125
a. R Squared = .008 (Adjusted R Squared = -.017)
Table 11 shows the main ANOVA summary results. The main effect of gender was not significant, F (1, 122) = 0.522, p = .471. Similarly, the main effect of Length of Stay in Malaysia
361 was not significant, F (1, 122) = 0.166, p = .684. Regarding the interaction effect, results show no significant effect, F (1, 122) = 0.213, p = 0.645. Such results reveal that international students have the same level of acculturative stress regardless of their gender or Length of Stay in Malaysia.
5. DISCUSSION
This study revealed that English proficiency of international students able to predict academic adjustment of international students. Hence H1 is supported. This result is consistent with the previous research discussed in the literature (Chen et al., 2020; Yu et al., 2019) in which all of this research does find that when international students can speak, write and understand the English language, they are more likely to adjust well academically. When migrating to another country, one's need to have high English fluency to adjust better. Their English language knowledge could help them understand the academic system since in UPSI especially, English is used as a lingua franca between the local students, lecturer, and international students.
International students need to acquire English proficiency to create a variety of forms of social network not only among themselves but also with the locals. This could help them to ask for advice and understand the academic system much better.
This study also supported H1b in which international students who receive support from family, friends, and significant others tend to adjust to their academic better. Those who created social networks or kept in touch with their friends often can receive support or advice on strategies to adjust better. Although international students are away from their families, they are still able to receive support from their families through phone or video calls as a way for them to maintain the relationship with their families. Significant other also helpful for the international students since they need someone special in their life to rely on and express themselves. This finding is coherent with the previous studies that highlighted the importance of social support in helping students have a positive academic adjustment (e.g., Cura et al., 2016). This is because social support includes a friendly environment, and healthy interaction between international students and their surroundings could act as a helping hand in their academics. Otherwise, they could feel helpless when they have trouble adjusting to the new academic system, especially during the virtual class. They need to be independent in finding the support system that could help them with their academics.
Interestingly, English proficiency of international students and social support do not predict international students’ acculturative stress. Thus, H2a and H2b are not supported. One
362 strong argument is partly due to the common language Malaysian students speak i.e., Malay language. Because of this, regardless high or low proficiency of English the international students have, do not contribute significantly on the acculturation stress they are experiencing.
Differ than academic achievement, in which international students need to communicate effectively to be successful on academic. Another reason is the invariability of the data collected, which could not observe the changes of a variable related to another variable. This can be proved by the sample majority of respondents that came from Bangladesh and China, which influences the result. This is because many international students originate from these two countries; thus, they tend to have a strong bond between themselves. This can be seen from the clubs or associations created by the students themselves to help and support each other. They could exchange advice and adjust better, which they have fewer chances of experiencing stressful acculturation.
Another plausible reason might be the situational factors in which this survey was carried out online during the pandemic COVID-19. Hence, most of the respondents are attending their virtual class in their home country, so they are not experiencing or could relate to the acculturative stress scale when answering the survey. For example, one of the dimensions in ASSIS, is homesickness, in which the respondent was at their own home country so they do not feel homesick during answering the survey. The current finding deviates from the previous research due to the data of international students that lean towards specific ethnic only which make it difficult to analyse whether the special ethnic identity has a significant to their acculturative stress or not.
6. STUDY IMPLICATION
This research will help diminish the struggle that international students often experience when studying abroad due to the language barrier. International students could be exposed to the importance of English proficiency by being aware and prepared for the program expectations in the host country. International students also need to understand the significance of social support in helping them adjust by maintaining the social network among themselves and the local students.
Moreover, this finding also allows higher institutions come up and strengthen the intensive language program that could improve their English proficiency before and during their study to assist students who are not proficient in using English on the importance of mastering the language and making them familiar with English usage in the academic area. Apart from
363 that, the institution may also organize a simple workshop or seminar for all lecturers or teaching staff to give them ideas on how to deal with and what needs to be considered when receiving international students in their class. Teaching staff need to be exposed to the adjustment period that international students have and consider when students experience difficulty adjusting academically.
The institution also may develop social support services such as a list of information of the institution environment or necessary resources that could assist international students in adjusting academically and psychologically. A study by Martirosyan, Bustamante and Saxon (2019) researched the current academic and social support services provided for international students found that the universities organized webinars and workshops to give information on academic life and instruction on how to achieve academic achievement in the host country setting. In addition, social events that can bring together all international students are also beneficial for their adjustment. Hartwell et al. (2019) found that the multicultural exchange helps international students increase their social connectedness. It exposes the local students as well to normalize and learn a new culture in their country.
7. CONCLUSION
This quantitative research study examined the studied variable guided by Berry’s (1997) acculturation model. Based on the findings, there are relationships between English proficiency and social support with academic achievements positively. Further, English proficiency predicted academic achievement significantly. The study limitation is addressed to give the further researcher an insight on what’s not to do and what needs to be improved in future studies.
The first limitation is that there is an invariability of the participants because the data collected majority came from the Asia countries and did not cover the Western countries.
Moreover, the current finding has low generalizability due to the participants do not represent the whole population. This is because most of the participants are from Bangladesh and China.
Still, the lack of respondents represents other countries, which the finding could not be generalized to the whole international students in UPSI and Malaysia. In addition, the surveys are only available in English and Chinese, which has caused a limitation to those who are not proficient in both of these languages to answer the survey. The following limitation is that the data collection process is carried out online only during the pandemic COVID-19 which international students were doing online distance learning in their home country. There are
364 chances that the participants involved in this study could not relate to the items in the acculturative stress scale. Thus, English proficiency and social support do not correlate with acculturative stress (p > 0.05) which deviates from previous researches discussed.
Despite the limitation and contrast of findings, this study provided information to the institutions and international students to enhance their acculturation experience. Future research can improve the study by increasing the number of international students from different regions as well. Future research needs to consider the international students from the Western region since current findings are only applicable to Asian countries. Next, the future researcher needs to increase the sample size to gain accurate data and outcomes on international students in UPSI. This is aimed to gain a clear understanding of whether English proficiency and social support do have a significant relationship with academic adjustment and acculturative stress or not. The outcome can also be generalizable to the other institution in Malaysia, not only in UPSI. Besides that, future researchers can translate the instrument into more languages to ensure the participants are more comfortable when answering the survey.
ACKNOWLEDGMENT
We thank UPSI Deputy Vice-Chancellor (Academic and International) for the permission of data collection and International and Mobility Center (IMC) on the guidance throughout this study.
REFERENCES
Ali, S., Yoenanto, N. H., & Nurdibyanandaru, D. (2020). Acculturative stress among international students at Airlangga University-Indonesia. Online Submission, 8(1), 123-135
Bastien, G., Seifen-Adkins, T., & Johnson, L. R. (2018). Striving for success: academic adjustment of international students in the U.S. Journal of International Students, 8(2), 1198-1219. https://doi.org/10.32674/jis.v8i2.143
Berry, J. W. (1997). Lead Article - Immigration, acculturation, and adaptation. Applied Psychology, 46(1), 5-34. https://doi.org/10.1080/026999497378467
Chen, M., & Bang, H. (2020). Exploring East Asian undergraduate students' perceptions about the effectiveness of their preparation for study abroad for academic success in U.S. universities. Journal of International Students, 10(1), 181-202.
https://doi.org/10.32674/jis.v10i1.1049
Cura, Ü., & Negiş Işık, A. (2016). Impact of acculturative stress and social support on academic adjustment of international students. TED EĞİTİM VE BİLİM, 41(184).
https://doi.org/10.15390/eb.2016.6158
365 Hartwell, L. M., & Ounoughi, S. (2019). Expanding the comfort zones: Divergent practices of
host and international university students. European Journal of Higher Education, 9(4), 377-392. https://doi.org/10.1080/21568235.2019.1643755
Jiang, Q., Yuen, M., & Horta, H. (2020). Factors influencing life satisfaction of international students in mainland China. International Journal for the Advancement of Counselling, 42(4), 393-413. https://doi.org/10.1007/s10447-020-09409-7
Kosheleva, E. Y., Amarnor, A. J., & Chernobilsky, E. (2015). Stress factors among international and domestic students in Russia. Procedia - Social and Behavioral Sciences, 200, 460-466. https://doi.org/10.1016/j.sbspro.2015.08.096
Kukatlapalli, J., Doyle, S., & Bandyopadhyay, S. (2019). An investigation into the English language experiences of Indian international students studying in New Zealand universities. Higher Education Research & Development, 39(3), 485-499.
https://doi.org/10.1080/07294360.2019.1685940
Martirosyan, N. M., Bustamante, R., & Saxon, D. P. (2019). Academic and social support services for international students. Journal of International Students, 9(1).
https://doi.org/10.32674/jis.v9i1.275
Sandhu, D. S., & Asrabadi, B. R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75(1), 435-448.
https://doi.org/10.2466/pr0.1994.75.1.435
Wei, M., Liao, K. Y., Heppner, P. P., Chao, R. C., & Ku, T. (2012). Forbearance coping, identification with heritage culture, acculturative stress, and psychological distress among Chinese international students. Journal of Counselling Psychology, 59(1), 97- 106. https://doi.org/10.1037/a0025473
Xing, D., & Bolden, B. (2019). Exploring oral English learning motivation in Chinese international students with low oral English proficiency. Journal of International Students, 9(3), 834-855. https://doi.org/10.32674/jis.v9i3.749
Yu, B., Bodycott, P., & Mak, A. S. (2019). Language and interpersonal resource predictors of psychological and sociocultural adaptation: International students in Hong Kong.
Journal of Studies in International Education, 23(5), 572-588.
https://doi.org/10.1177/1028315318825336
Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (n.d.). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52(1), 30 - 41.
https://doi.org/10.1207/s15327752jpa5201_2
