This study examined the adjustment experience of international students by employing two main purposes: 1) identifying existing relationships between selected demographic variables and sociocultural adjustment; 2) exploring how social support predicts psychological adjustment among international students studying and residing in a Hispanic dominant environment in South Florida. The participants consisted of 37 international students, 23 females and 14 males, between 18–45 years old, have been living in the United States from 1 to 90 months, representing 23 countries.
Regarding demographic variables, Pearson’s correlation analysis revealed a significant correlation between gender and sociocultural adjustment. Other variables including age, length of residency in the United States, and English language were not associated with sociocultural adjustment among participants. An ANOVA analysis was conducted to examine a relationship between region and sociocultural adjustment. The results were insignificant; therefore, the null hypothesis that there are no differences between regions and sociocultural adjustment is accepted. Finally, the result of multiple regression analysis revealed that social support was not the most significant predictor on psychological adjustment in comparison to sociocultural adjustment, age, gender, and residency.
|Advisor:||Czelusniak, Vernon L.|
|Commitee:||Chmielewski, Todd L., Maranga, Kennedy M.|
|School:||St. Thomas University|
|School Location:||United States -- Florida|
|Source:||DAI-A 81/3(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational psychology, Educational sociology, Multicultural Education|
|Keywords:||International students' adjustment, International students' psychological adjustment, International students' sociocultural adjustment|
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