Understanding academic performance of international students: the role of ethnicity,academic and social integration |
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| Authors: | Bart Rienties Simon Beausaert Therese Grohnert Susan Niemantsverdriet Piet Kommers |
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| Institution: | (1) Centre for Educational and Academic Development, University of Surrey, Guildford, England, UK;(2) Department of Educational Research and Development, School of Business and Economics, Maastricht University, Tongersestraat 53, 6200 MD Maastricht, The Netherlands;(3) School of Business and Economics, Maastricht University, Tongersestraat 53, 6200 MD Maastricht, The Netherlands;(4) Leiden University of Applied Sciences, Postbus 382, 2300 AJ Leiden, The Netherlands;(5) Faculty of Behavioural Sciences, University of Twente, PO Box 217, 7500 AE Enschede, The Netherlands |
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| Abstract: | More than 3 million students study outside their home country, primarily at a Western university. A common belief among educators
is that international students are insufficiently adjusted to higher education in their host country, both academically and
socially. Furthermore, several groups of international students experience considerable amounts of stress while adapting to
the culture of the host-institute. Several researchers argue that studies on adaptation of international students should widen
its focus to the underlying mechanisms that leads towards this “misalignment”. In a cross-institutional comparison among 958
students at five business schools in the Netherlands, differences in academic performance between local and international
students were identified by focussing on their levels of academic and social integration. Students’ academic integration was
measured with the Students’ Adaptation to College Questionnaire (SACQ), while students’ social integration was measured with
a newly developed and validated questionnaire. The results indicate that the degree of academic success of international students
is multi-faceted. International students with a (mixed) western ethnic background perform well on both academic and social
integration, and also attained higher study-performance in comparison to domestic students. In contrast, international students
with a non-Western background are less integrated compared to other international students. Nevertheless, they have a similar
study-performance. Finally, academic adjustment is the main predictor of study-performance for Dutch, Western and Mixed-Western
students. Social adjustment was negatively related to study-performance. The lack of fit for predicting long-term study success
of non-Western students indicates that their academic and social integration processes are more complex and non-linear. |
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