Foreign Students Social 1

Running head: SOCIAL ADJUSTMENT AND ACADEMIC PERFORMANCE

Foreign Students Social Adjustment and its Relationship to their Academic Performance
Julius Adriano, Cristine Cagas, Ann Jeriah Angelique Paadilla,
Almira Sawal, Janine Sunga and Richelle Ugalde
Far Eastern University







Foreign Students Social 2

Abstract
The education and situation of foreign students in the Philippines has significantly been given
enough attention over the years. Some students acculturate and adapt in their host countries
successfully while there are some others who do not. Through conducting a survey on 152
international students in Far Eastern University (FEU), the relationship between social
adjustment and academic performance will be revealed. The result of the study reveals that social
adjustment as a whole does not influence the academic performance of international students
while social adjustment is predetermined by the support coming from friends, self and school.









Foreign Students Social 3

Foreign Students Social Adjustment and its Relationship to their Academic Performance
For the past few years, international students constitute almost 20% of the worlds
student population (Smith & McCabe, 2008). Conventionally, most of these students pursue their
studies in United States for a better quality of education (Justice & McLachlan, 2009). In the
Philippines, on the contrary, the influx of foreign students has dramatically decreased from
1995s 5, 300 foreign student to 2001s 2, 323 (CHED, n.d.). This decline on the enrolled
number of foreign students was attributed to the enactment of Exective Order No. 423 ( E. O.
No. 423) or the Amendments to the Guideline on the Entry and Stay of Foreign Students in the
Philippines and the Established [sic] of an Inter-Agency Committee for the Purpose, which limits
the number of foreign students who are eligible for studying in the Philippines by setting
guidelines and restrictions for international collegiate (Executive Order No. 423, 1997).
However, despite this seemingly diminution of foreign students in the Philippines and
escalation of them in other countries, still, it is important to note the condition of foreign students
in their host countries. In fact, several researches had established that these students are
experiencing several problems like English illiteracy, social isolation, acculturative stress and
academic difficulty (Barron, 2006; Chan, Joubert, Pan & Wong, 2007; Grahame & Poyrazli,
2007; Justice & McLachlan, 2009).
Through the rigid analysis and evaluation of the data from 20 international students in
United States, Justice & McLachlan (2009) revealed that most foreign students experience
transition shock accompanied by differences in food, attitude and language. This difficulty will
Foreign Students Social 4

then be reflected in the academic performance of these students who find those problems as
fundamentals of academic failure.
Consistent with the findings of Justice and McLachlan, Chan, Joubert, Pan and Wong
(2007) proved that social isolation is one of the contributors of maladjustment among foreign
students. Using the data from 400 Chinese students in Hong Kong and 227 Chinese students in
Australia, the researchers found out that Chinese in Australia has higher level of acculturative
stress than those who are in Hong Kong. This difference is explained by the distance of the
foreign students country to their host nation. Meaning, the farther their country is, the more
socially isolated they become.
Accordingly, Grahame and Poyrazli (2006) expounded on the impediments of adaptation
among international students by soliciting an interview on 15 international students in United
States about their social and academic adjustment problems. Focus group interviews divulged
that discrimination, social interaction and basic need sources are the predicaments faced by these
students and consequently hurdle their academic and social participation.
Likewise, Barron (2006) investigated the problems in international students as perceived
by 301 domestic students of Australia. Data of the study were collated through interviews which
focus on international students attitude towards academic participation. The results showed that
international students are not cooperative in school activities and are sometimes reluctant in
doing school works. In accordance to that, domestic students also related that these problems are
associated to the fact that international students are experiencing social and language isolation,
making them to be academically inactive.
Foreign Students Social 5

Aside from these researches, Hyun, Lustig, Madon and Quinn (2007), consequently,
investigated on the use of counselling services among international students to address their
problems. Upon the completion of web surveys by 551 participants, the study yielded a result
depicting that 44% of international graduate students experienced emotional stress which
consequently affected their academic performance. Of more importance, the findings showed
that those who are financially stable and those who have maintained a close relationship with
peers and advisers are less likely to use the counselling services. This would imply that social
adaptation is important on foreign students well-being which will then affect their academic
performance.
After these studies concerning on international students adjustment problem has been
discussed, it is likewise important to note the different aspects, anchored with empirical
evidences, of adaptation relevant to foreign students.
Eisikovits and Schechter (2007), for example, examined the psychological adaptation
among 382 students (189 Anglo-Australian students, 72 Southern-European second-generation
migrant students, 33 Asian migrant students, 33 Chinese migrant students, and 55 Chinese
overseas students). These participants underwent an interview and tests to determine their
psychological adaptation. The outcome of the study suggested that ethnic difference plays a role
in the psychological adaptation of students. For international students, supportive social
relationship is important to their psychological and academic adaptation while for domestic
student, sense of control is the only important determinant of their psychological and academic
adaptation.
Foreign Students Social 6

Moreover, a descriptive research has been conducted by Snape, Todman, Topping and
Zhou (2008) to determine the type of adaption needed by international students in improving
their academic performance. According to this study, overseas students can perform better in
school through socialization with host nationals. Through this social adjustment, they can
improve their communicative competence and therefore, they will become more comfortable and
active in taking part in school activities. The established relationship between social adjustment
and academic performance was further proven by a study conducted by Chang, Chen, He and
Liu in 2008. In their research, they asked the 551 Chinese to assess or evaluate their peers to
determine their social behaviour and also, they requested the teacher to show them the grades of
the participants as the basis of academic performance. The outcome of the study illustrated that
academic performance is also determined by social competence. Whereas high-achieving groups
strengthened the positive relations between academic achievement and social competence, low-
achieving groups facilitated the negative relations between academic achievement and social
problems.
Aside from the contribution of social adaptation in academic achievement, it is, more
precisely, important to determine if the English competence, as the medium of socialization, is
also a predictor of academic achievement. To determine this, Gressel and Wait (2009) surveyed
6516 students and gathered data through giving the respondents the Test of English as a Foreign
Language (TOEFL), a test to determine English literacy, and by asking them about their average
grade. After correlating the two variables, the result showed that the higher the score an
international student has on TOEFL, the more he/she achieved academically. On the contrary,
according to the study performed by Yoh (2009) on 521 college students, this social adjustment
is not important in prompting the students in participating in physical activities. For while it
Foreign Students Social 7

compels international students to achieve academically, it, however, has nothing to do with their
physical participation. This research was done through eliciting interviews among students.
Despite the extensive collection of researches regarding international students academic
performance and social adaptation, however, little is known about the social adjustment of
overseas students in the Philippines and their academic performance. This knowledge gap,
consequently, motivates the researchers in conducting this study. Also, the fact that a lot of
foreign students have been occupying the different universities in the Philippines, the
relationship between their social adjustment and academic performance should be clearly
investigated. Consequently, after this study has been materialized, a lot of foreign students will
benefit from it for they will know the relationship between social adjustment and their academic
performance. Furthermore, the outcome of this study might as well serves as a guide in
understanding and explaining international students academic attitude.
In this study, the researchers hypothesized that 1.) gender differences result to variation in
the length of social adjustment period; 2.) students nationality has an effect to their social adjustment;
3.) social adjustment determines the academic performance of international students; 4.) the
presence of support from peers, school and family plays a role in helping the international students to
academically and socially adjust and; 5.) international students own ambition motivates them to
achieve academically and to adjust socially.
Foreign Students Social 8

References
Barron, P. (2006). Stormy Outlook? Domestic Students' Impressions of International Students at
an Australian University. Journal of Teaching in Travel & Tourism, 6, 5-22. Retrieved
January 14, 2010, from EBSCO database.
Chan, C., Joubert, L., Pan, J., & Wong, D. (2007). Acculturative stressor and meaning of life as
predictors of negative affect in acculturation: a cross-cultural comparative study between
Chinese international students in Australia and Hong Kong. Australian &New Zealand
Journal of Psychiatry, 41, 740-750. Retrieved January 14, 2010, from EBSCO database.
Chang, L., Chen, X., He, Y., & Liu, H. (2008). Effects of the Peer Group on the Development of
Social Functioning and Academic Achievement: A Longitudinal Study in Chinese Children.
Journal of Child Development, 79, 235-251. Retrieved January 14, 2010, from EBSCO
database.
Executive Order No. 423 (1997). Retrieved January 27, 2010, from
http://www.chanrobles.com/executiveorders/1997/executiveorderno423-1997.html
Grahame, K., & Poyrazli, S. (2007). Barriers to adjustment: needs of international students
within a semi-urban campus community. Journal of Instructional Psychology, 34, 28-45.
Retrieved January 14, 2010, from EBSCO database.
Gressel, J., & Wait, I. (2009). Relationship Between TOEFL Score and Academic Success for
International Engineering Students. Journal of Engineering Education, 98, 389-398.
Retrieved January 14, 2010, from EBSCO database.
Foreign Students Social 9

Hyun, J., Lustig, S., Madon, T., & Quinn, B. (2007).Mental Health Need, Awareness, and Use of
Counseling Services Among International Graduate Students. Journal of American College
Health, 56, 109-118. Retrieved January 14, 2010, from EBSCO database.
Justice, J., & McLachlan, D. ( 2009). A grounded theory of international student well-being.
Journal of Theory Construction & Testing, 13, 27-31. Retrieved January 14, 2010, from
EBSCO database.
Leung, C. (2001). The psychological adaptation of overseas and migrant students in Australia.
International Journal of Psychology, 36, 251-259. Retrieved January 14, 2010, from
EBSCO database.
Statistics- Foreign Student. Retrieved January 27, 2010, from www.ched.gov.ph
Snape, D., Todman, J., Topping, K., & Zhou, Y. (2008). Theoretical models of culture shock and
adaptation in international students in higher education. Studies in Higher Education, 33,
63-75. Retrieved January 14, 2010, from EBSCO database.
Yoh, T. (2009). Motivational Attitudes toward Participating in Physical Activity among
International Students Attending Colleges in the United States. College Student Journal,
43, 931-936. Retrieved January 14, 2010, from EBSCO database.