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Abstract: International students often experience significant challenges and difficulties adjusting to their new campus and university environment abroad. As a result, understanding the unique needs of these students has become an important priority for many university administrators and mental health professionals amid growing health concerns faced by members of this community. This study examines the prevalence and correlates of depressive symptoms in a sample of international students enrolled in a mid-size U.S. university. A hierarchical multiple regression model revealed that poor English fluency, increased acculturative stress, and perceived discrimination were associated with higher levels of depressive symptoms, whereas increased social support was associated with lower levels of depressive symptoms. Implications for university administration and support services are discussed.
Keywords: acculturative stress, depressive symptoms, international students, perceived discrimination, social support
Introduction
As the world becomes increasingly globalized, the number of students from foreign countries studying at U.S. universities has increased dramatically, with enrollments of international students increasing by 85% over the past decade (Institute of International Education, 2017). China and India are the two biggest "sender" countries, collectively providing almost 50% of the international students who currently study in the United States. The presence of international students on campus offers significant benefits to universities. For example, international students and their dependents contributed $36.9 billion to the U.S. economy during the 2016-2017 academic year (Association of International Educators, 2017). More importantly, international students add significant diversity and educational value to the academic environment on campus by bringing to the classroom different cultural backgrounds, experiences, and worldviews and acting as "cultural ambassadors" for their home country (Lee & Rice, 2007; Luo & Jamieson-Drake, 2013; Sandhu & Asrabadi, 1994). International students can play a vital role in providing opportunities for global engagement and supporting the campus internationalization efforts at institutions of higher education.
Despite the explosion of growth in international students studying on U.S. campuses, especially from Asian countries, few empirical quantitative studies have examined the challenges and difficulties associated with adjusting to life in the U.S. that these students face (Mori, 2000; Poyrazli, Thukral, & Duru, 2010). Mori (2000) labeled international students as "one of the most quiet, invisible, underserved groups on the American campus" (p. 143). There is a continuing need to better understand mental health...