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As a consequence of the increases in the number of international students and because of growing interests in multicultural issues in counselling, there has been much discussion of the psychological influence of studying abroad and support systems for international students from different research perspectives. This thesis, using a combination of a quantitative and a qualitative methodology, examines the psychological adjustment process of international students to a host environment within Rogers' person-centred counselling framework. In Rogers' personality theory, a potential for positive change in individuals and influences of environments on the self structure are main concepts. In this study, therefore, I focus on international students' potentials for positive change and the influences of their host environment on those changes. The principal aims of this thesis are (i) to explore international students’ psychological experience during their study abroad, (іі) to investigate the psychological influences of intercultural experiences on them and (ііі) to seek support strategies which facilitate them to be effective as a student and as a resident abroad. Longitudinal research over one year was conducted with two cohorts of Japanese undergraduate students in England between 1998 and 2000, using questionnaires and in-depth interviews focusing on imagery and metaphors. The questionnaires (N=70) investigated students' past experiences in foreign countries, motivations, daily experiences, feelings, psychological experiences, interactions with others, psychological states (adjustment level) and self image, including self-evaluation of English proficiency. The interviews (N=17) covered similar contents, however, explored more in depth. The findings of the research show that although the year abroad is a challenging experience for many students, it can be beneficial to their positive changes, i.e., personal growth and acquisition of intercultural competence. Some possibilities are suggested for an effective support system to enhance an experience which can be either positive or negative and provided by those who work with international students.

The aim of this thesis was to identify factors at the commencement of university study that may enable prediction of both estimate of gains and experience of stresses. This was done in order to provide information that may enable early identification of risk factors in respect to student attrition. To this end, the thesis examined individual differences amongst students that relate to perception of both estimated gains and stress early in the university experience. Initially, the individual differences studied were those relating to student demographics of age, gender, whether the student performed additional part-time work and the number of hours of work performed and the influence of finances. This first round of testing was performed by distributing questionnaires examining the aforementioned via student welcome packs at commencement of university study. The results of this first round of testing suggested particular importance of intrinsic values on estimated gains. In addition to some influence of finances, gender and hours of work. From open questions present in this first round of testing, focus group questions were formulated in order to further develop the questionnaire. From the findings of study two, this was then expanded to include the influence of perceived demands, control and support and locus of control on estimated gains and subjective perceived stress. This was again performed by distributing a questionnaire at inception, albeit personally to help response rate and answer any queries. This third round of testing, as implied by the focus group responses, found an additional influence of locus of control and the perception of demands, control and support on estimated gains and stress. Finally, the fourth round of testing included biological indicators of stress, namely salivary cortisol levels through the use of analysis of levels of salivary cortisol, collected using a salivette. This final study suggested a difference in the effects of perceived demands, control and support on both perceived and biological responses to stress The study in all found that there is a definite prediction of estimate of gains from the university environment by the work values studied. Although it was found that gains were primarily influenced by intrinsic values (achievement, advancement, autonomy, personal development), an influence of extrinsic values (economics, prestige, social interaction) was also evident. In addition to work values, demographics of gender, age and hours of work were also found to influence differences in estimated gains and stress. None of the values studied were found to predict perceived stress, however the distinction between perceived and objective biological measures of stress was highlighted. In particular, with regard to the perception of demands, control and support from the university environment. The results of the study also suggested that the extent to which students perceive demands, control and support from the university environment may also have an impact on the student experience of stress, particularly biological stress, which can result in potential harm to physical well-being.

The research focused on the relationship between hardiness and career adaptability of students studying at Technical and Vocational Education and Training (TVET) Colleges in Gauteng. A quantitative survey was conducted on a convenience sample of (N = 198) of African (92.9%), female (57.6%), single (96.0%), aged 21 years and younger (93.9%) students enrolled at Gauteng TVET colleges for N1 – N6 Engineering Studies (32.8%). A correlational analysis indicated differences between the variables of hardiness and career adaptability and the study reveals that overall hardiness was significantly related to overall career adaptability. A stepwise regression analysis indicated that gender and the hardiness attributes (commitment, control and challenge) predicted career adaptability. The test for significant mean differences indicated that age, gender and field of study differ significantly between the variables of hardiness and career adaptability. Limitations for the study are outlined. Furthermore, recommendations are suggested for use by human resource regarding career development practices for TVET college students. The study concludes with an evaluation of its contribution. / Human Resource Management / M. Com. (Human Resource Management)

The phenomenon of students traversing the globe in search of higher education has increased over the past decade. They travel from every region of the world to institutions of higher learning - to colleges and universities - that accept them. Altogether, countries in Africa welcome thousands of students into their various colleges and universities. Ghana, where this study is based, boasts of well over 140 state-run and privately - run universities. Over the past two decades, these institutions have experienced significant increases in their admission numbers in their international student population. Some of the research on the academic experiences of international undergraduate students shows that they do not perform well during their first years on campus and that they experience what is defined as adjustment issues. The thesis research uncovers and examines adjustment issues experienced by international students (between ages 17-29) pursuing undergraduate degrees at a small, co-educational, private university college (XUC) in Ghana. Located within Ghana’s capital city, Accra, this four-year college annually admits thirty to forty international students and accommodates nearly three thousand students who are at various stages of their study. During the academic year 2017-2018, the college had enrolled 126 international students. In this study, the researcher focuses on the effect of adjustment issues on the academic performance of international students. The researcher posits that there is a correlation between adjustment levels and Grade Point Averages (GPAs). Therefore, international students who have high adjustment levels to student life and life at XUC, Ghana experience average to high Grade Point averages. Conversely, international students who experience low adjustment levels to student life and life in XUC, also experience low Grade Point Averages. / Educational Management and Leadership / Ph. D. (Education Management)