Acculturation Motivation in International Student Adjustment and Permanent Residency Intentions

Abstract

The present study uses a two-phase mixed-methods design to explore the role of motivation to acculturate within the international student experience. Hierarchical regression analyses were conducted to test acculturation motivation (AM) as a predictor of international student adjustment and permanent residency intentions, over and above age, gender, academic year, and English competence. Greater motivation to acculturate was indeed a significant predictor of international student adjustment and increased intentions of pursuing permanent host country residency. To better understand how international students’ experiences relate to levels of AM, qualitative analyses were employed. International students with low levels of AM were more likely to express negative feelings about cross-cultural adjustment, university perception, and peer relationships, compared to students with high levels of AM. Despite such differences, academic and developmental struggles as well as academic successes were similarly voiced across both comparison groups.