By measuring interactions among and between anxiety and the independent variables of country of origin, gender, level of education, and age, this study attempted to gain insight into how students from different countries experience anxiety on a U.S. college campus. Results of the Multivariate Analysis of Variance (MANOVA) and the univariate test(ANOVA) indicated that the gender and level of education of the subjects made no significant difference. However, when it came to country of origin, there were significant differences between two of the cultural groups and respective anxiety level. Findings also support a positive correlation between age and anxiety levels, with the youngest participants having the lowest anxiety levels.

The ethnographic study reported in this dissertation examines the articulation process of six informants, three undergraduate and three graduate students, as they made the transition from an intensive English program into mainstream university courses at a medium-sized Midwestern university.The research attempted to determine what needs students had as they made this transition, looking at several factors, including variables in the background of informants, differences in the experiences between undergraduate and graduate students, variables in the environment encountered, actions on the part of informants that helped or hindered in making the transition, actions on the part of instructors that helped or hindered in making the transition, and finally, areas in which the intensive English program could make improvements.The primary means of data gathering for this study was through informant interviews, all of which were tape-recorded, with pertinent sections later being transcribed. The questions asked during these interviews ranged from relatively closed-ended questions from prepared interview schedules to more open-ended, individualized questions based on previous responses. Interviews were first conducted while informants were still studying at the Intensive English Program. Subsequent interviews were held at three to four week intervals during the semester in which informants first began their mainstream university courses. / Department of English

The purpose of this study was to determine international students satisfaction with regards to the education, services, and facilities at an institution of higher education. Results showed that most of the students were satisfied with the quality of programs at their institution.

The purpose of this study was to investigate direct and interaction effects of cultural intelligence and social support on the adjustment of international students to U.S. higher education. Hierarchical multiple regression analyses were conducted to test (a) if cultural intelligence was a predictor for adjustment of international students to U.S. higher education; (b) if social support was a predictor for adjustment of international students to U.S. higher education; and (c) if there was an interaction effect between cultural intelligence and social support on international students' adjustment to U.S. higher education. The participants included 262 international students from a southwestern university. The results found only social support from the university was a significant predictor of international students' adjustment. There was no interaction effect between cultural intelligence and social support from any sources on international students' adjustment.

This quasi-experimental study examined the effects of three interventions with international college students referred for adjustment and language difficulties. Fifty-four international students were assigned to treatment groups including expressive group counseling (n = 14), group speech therapy (n = 14), interdisciplinary counseling/speech intervention (n = 13), and the no treatment control (n = 13). Three null hypotheses were analyzed using a two factor repeated measures analysis of variance to determine whether the four treatment groups behaved differently across time according to pre- and posttest results of the ASR Total and Internalizing Problems scales and the CCSR total scores. Two null hypotheses were rejected at the alpha .05 level of statistical significance with large treatment effects. Post hoc analyses were conducted when a statistically significant interaction effect was found. The no treatment control group was established as a baseline to examine how each intervention group performed over time when compared to the no treatment control group. Results of the post hoc analysis for Total Problems indicated that international students in all three treatment groups demonstrated statistically significant improvements in total behavior problems at the alpha .025 level (Expressive counseling: p = .002, Speech: p = .01, and Interdisciplinary: p = .003) and large treatment effects (partial η2 = .33, .24, and .31, respectively), thus indicating all three may be considered effective mental health treatments to target international students' total behavior problems. Results of the post hoc analysis for Internalizing Problems indicated that the interdisciplinary counseling/speech intervention was statistically significant (p = .02) in lowering internalizing problems and had a large treatment effect (partial η2 = .22). The expressive group counseling intervention also demonstrated a large treatment effect (partial η2 = .15) although not a statistically significant level (p = .04). The large treatment effects obtained for both interventions highlight the benefit of expressive group counseling as a sole intervention, as well as when combined with group speech therapy, for ameliorating international students' internalizing problems.