Predictors of Acculturation Stress Among International Students in the US: A Crosssectional Study

Background: Acculturation stress, which is defined as psychological difficulties, arises during the process of cross-cultural transitions when individuals experience challenges that exceed their available coping resources (Berry, 1997). A literature analysis has shown that psychological difficulties occur for international students soon after their arrival in the US (Ying & Liese, 1990) because these students are required to adapt quickly in an unfamiliar environment in order to succeed. Previous studies suggested language barriers, academic pressure, financial concerns, homesickness, and social isolation as major stressors for these students (Kwon, 2009; Mori, 2000; Smith & Khawaja, 2011). Acculturation stress negatively affects mental and emotional well-being as well as academic performance (Kilinc & Granello, 2003; Wei et al, 2007). Despite the robust increase in the number of international students in the US, only limited studies have examined this issue so far. This presentation will identify the predictors of acculturation stress experienced by international students in the US and elucidate social work practice implications. 

Methods: The sample was drawn from first-year international students enrolled in various degree programs at a large southeastern university. Data were collected through an online survey in the beginning of the 2017-2018 academic year. The survey included demographic and psychosocial measures (i.e., Acculturation Stress Scale for International Students). One hundred seven students completed the survey and met the inclusion criteria. Of participants, Chinese and Indian students were the two largest groups (Chinese n = 68, Indian n = 32, Other n = 8), and 93 (87%) reported that they never studied at US universities before. Prior to the main analysis, regression assumptions were examined and violation was not noted. 

Results: Correlation analysis revealed that there was a strong negative relationship between perceived comfort with spoken English and acculturation stress (r = -.247, p < .01), and communication with host nationals and acculturation stress (r = -.252, p < .01). Multiple regression results indicated that, collectively, the key variables in the study (i.e., age, gender, education level, marital status, religiosity, length of residence in the US, perceived comfort with spoken English, communication with host nationals, funding sufficiency, financial concerns, and social support) were significantly associated with acculturation stress among participants [F(12, 94) = 1.86, p < .05, R2 = .19]. There was a main effect for gender (β = .22, p < .05), which accounted for 4.48% of the overall variance in acculturation stress.  

Discussion: The findings suggest that many participants experienced acculturation stress soon after their arrival in the US, in part due to contrasting cultural values and different coping strategies. This often led to acculturation stress with identifiable predictors. Gender was a strong predictor of acculturation stress. Female students were more vulnerable to acculturation stress than their male counterparts. This may be because they were more likely to internalize stress in accordance with their cultural norms. Practical implications for university personnel and service providers will be discussed to facilitate successful student transitions.