Home Away Home: Better Understanding of the Role of Social Support in Predicting Cross-cultural Adjustment Among International Students

Abstract

Numerous studies have examined international students' problems, yet, these studies have not explored mechanisms through which social support operates context of stressful events predicting cross-cultural among international students. Using Barrera's (1988) models of social support, present study investigated relationship among stress factors, social support, and cross-cultural among international students. Results showed support for direct effects model and social support deterioration model: social support was directly related to cross-cultural adjustment; and also acted as a partial mediator of stress factors and cross-cultural adjustment. However, social support did not buffer negative effects of stress factors on cross-cultural adjustment. The authors discuss implications of results for higher-education institutions, faculty, and international student advisors. ********** Adjustment to college is a difficult experience for many students, but this is especially true for international students even if they have realistic expectations of (Kaczmarek, Matlock, Merta, Ames, & Ross, 1994). Many of them experience a period of difficulties adjusting areas of culture, language, academics, and interactions with those a host country (Lewthwaite, 1997). Such an to a new educational and social environment can be stressful (Siimer, Poyrazli, & Grahame, 2008). A great number of past studies have examined relationship between stressful events experienced by international students and their problems, yet, there is a paucity of research about how this relationship might be influenced by presence of social support. In examination of role of social support, Barrera (1988) introduced three models of social support (i.e., direct effects, stress buffering, and social support deterioration). Therefore, purposes of current study are to identify factors that contribute to cross-cultural and to test three models of social support that link stressful events, social support, and cross-cultural among international students. In following sections, we review past studies related to stress factors and cross-cultural among international students as well as role of social support for relationship between stress factors and cross-cultural adjustment. Literature Review Cross-cultural There are broad terms conceptualization and definition of adaptive outcomes of cross-cultural transitions. For example, terms such as adjustment, adaptation, assimilation, and accommodation may be used examination of sojourners (e.g., international students as a special case of sojourners), refugees, immigrants, and native people (Ward & Kennedy, 1993, p. 130). Furthermore, Ward and Kennedy (1993) maintained that adjustment or adaptation during cross-cultural transitions could be broadly divided into two categories: and (p. 131). Psychological refers to psychological and emotional well-being, which can be measured by assessing self-reported symptoms and perceived distress, whereas socio-cultural adaptation refers to the ability to acquire and perform culturally appropriate social skills and behavioral competence to host culture and consists of cultural learning and acquisition of social skills (Wang & Mallinckrodt, 2006, p. 423). Likewise, Ward and Kennedy (1993) differentiated into two types: refers to feelings of well-being and satisfaction, whereas socio-cultural is concerned with ability to fit in or negotiate interactive aspect of host culture. According to Ward and Kennedy (1993), sociocultural is theoretically embedded a social learning framework and predicted by general knowledge, length of residence host country, and amount of contact with host nationals. …

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