Eleven types of adjustment problems and psychological well-being among international students

Abstract

Purpose: The purpose of this study was to explore the influence of adjustment problems on the level of psychological well-being of international college students in the U.S. Research Methods: A sample of international college students (N =145) aged 18 to 41 was recruited to participate in the study. The data were collected using the Michigan International Students Problem Inventory (MISPI), and the Scale of Psychological Well-Being (SPWB). Additionally, all participants were requested to complete the demographics questionnaire. To analyze the data, Pearson product-moment correlational analysis, descriptive statistics, and regression analyses were used. Findings: According to the results of the regression analyses, adjustment problems significantly predicted psychological well-being. Results indicated that adjustment problems negatively correlated with psychological well-being. As the students’ level of adjustment problems increased, their level of psychological well-being decreased. Results also showed that the top three areas rated by international students as causing adjustment problems among the 11-adjustment problem domains were: (1) English language problems (M = .81, SD = .53); (2) financial aid related problems (M = .77, SD = .50); and (3) admission-selection (M = .76, SD = .46). Implications for Research and Practice: This study aimed to better understand international students’ psychological well-being and the role of various factors that are implicated. College counselors, faculty members and university personnel are pivotal to help international students adapt to the culture in the U.S., and to provide them with a more meaningful experience throughout their studies. Limitations of current study as well as future directions in light of this study and its findings are presented.