International Students’ Perceived Language Competence, Domestic Student Support, and Well-Being at a U.S. University

Keywords: international student, psychological well-being, social support, language competence, college or university, United States

Abstract

To increase knowledge of international students’ psychological well-being at U.S. universities, we examined the degree to which demographic factors, perceived language competence, and domestic student social support were associated with Ryff’s (1989) six aspects of psychological well-being. Participants (n = 216) were undergraduate and graduate students from one mid-sized private university in the Southeast. Analyses revealed differential psychological well-being scores based on demographics. Perceived language competence and domestic student social support each was associated positively with multiple aspects of psychological well-being. The novel findings of this case study provide initial evidence of a potentially useful new approach toward international student adjustment and well-being. The authors provide initial recommendations for researchers, practitioners, and international students.

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Author Biography

Nelson Brunsting, Wake Forest University

Director of Global Research and Assessment, Center for Global Programs and Studies

Research Associate Professor, International Studies

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Published
2019-08-02
How to Cite
Luo, Z., Wu, S., Fang, X., & Brunsting, N. (2019). International Students’ Perceived Language Competence, Domestic Student Support, and Well-Being at a U.S. University. Journal of International Students, 9(4). https://doi.org/10.32674/jis.v0i0.605
Section
Research Articles