Perceived Support as a Predictor of Acculturative Stress among International Students in the United States

According to the Institute of International Education, the number of international students enrolled in U.S. higher education institutions totaled 819,644 in 2012-2013 (IIE, 2014). The number has been increasing steadily since 2006. Currently, the United States has hosted more than half of the world's total number of international students and has become the primary destination for international students. In this study, international students are defined as foreign students enrolled in U.S. higher education institutions with F-1 (self-support students) or J-1 (exchange students) visa status.Studying in a foreign country can impose numerous challenges on international students, including linguistic, accommodation, dietary, academic, financial, interpersonal, and intrapersonal problems (Mori, 2000; Pan, Yue, & Chan, 2010). International students also report a variety of concerns related to social interaction, social connectedness, social support, homesickness, and other difficulties (Liu, 2009). It is estimated that 15% to 25% of all international students are at risk of experiencing psychological and psychiatric problems (Leong & Chou, 2002).All these concerns are part of the consequences of acculturation, a phenomenon where "individuals having different cultures come into continuous first-hand contact, with subsequent changes in the original culture patterns of either or both groups" (Redfield, Linton, & Herskovits, 1936, p.149). When acculturation experiences cause problems for individuals, acculturative stress occurs (Berry, 2003). Acculturative stress is a negative side effect of acculturation. It can produce a reduction of individuals' physical, psychological, and social health (Berry, Kim, Minde, & Mok, 1987).Previous studies have reported much higher stress levels of international students than local students and many predictors of acculturative stress have been identified, such as English language proficiency, age of arrival, length of stay, educational level, socio-economic status (SES), marital status, ethnic identity, involuntary vs. voluntary immigration status (Constantine, Okazaki, & Utsey, 2004; Kuo & Roysircar, 2004). However, previous studies mainly focused on demographic and cultural elements, while school life itself was neglected. For international students, school life is the dominant part of their acculturation process. Academic stress could add a unique dimension to the acculturative stress of international students.The purpose of this study was to measure levels of acculturative stress among international students in the United States and investigate the predictors of acculturative stress. In addition to the predictors mentioned in previous studies, school-related elements were included, such as academic achievement and perceived support from school. The researcher also compared the stress levels of students from different places of origin. The study has significant implications for educators and service providers for international students. The results can help professionals better understand international students' concerns and help them adapt to the life in the United States.LITERATURE REVIEWAccording to Berry and Kim (1987), there are five different acculturating groups, including immigrants, refugees, native peoples, ethnic groups, and sojourners. Previous studies do not pay equal research attention to different acculturating groups. Immigrants and refugees have received a lot of research attention, while student sojourners and other acculturating groups are less frequently studied. However, many studies have found that student sojourners have a higher level of acculturative stress compared to other acculturating groups (Berry et al., 1987; Kuo & Roysircar, 2004; Liu, 2009). The following aspects make international students especially vulnerable to acculturative stress, including insufficient English proficiency, academic burden, lack of social support, and barriers to seeking professional help. …