The Role of Personality Traits and Demographic Characteristics in Psychological and Sociocultural Adjustment: Evidence from International Pakistani Scholars
Personality Traits and Demographic Characteristics in the Psychological and Sociocultural Adjustment
Keywords:
Personality Traits, Demographic Characteristics, Psychological adjustment, Sociocultural Adjustment, Pakistani International Students
Abstract
Abstract Views: 201
Studying away from home is a divergent experience; exciting and stressful for students studying abroad. The present study examined the role of demographic variables and personality, in sociocultural adjustment, and acculturative stress in Pakistani Muslim International students. Two hundred and seventy Pakistani students participated in this study. Data were collected using a consent form, demographic form, Acculturative Stress Scale for Pakistani Muslim International Students, Sociocultural Adjustment Scale-Revised (SCAS-R), and the Big Five Inventory-The BFI (John & Srivastava, 1999). According to the results, demographic variables predicted acculturative stress while personality contributed to predicting sociocultural adjustment. It was also observed that no demographic variables played a significant role in sociocultural adjustment. Extraversion and neuroticism were positive predictors of acculturative stress. Other results, such as six subscales of acculturative strings, five subscales of sociocultural adjustment, and interaction of demographic variables with other variables were further examined in the context of Pakistani culture. The results of the present study also highlighted the factors that affected acculturative stress, personality traits that promoted sociocultural adjustment, and demographic variables that contributed to the adjustment of Pakistani international students. The current study provided important information that suggested the importance of perseverance traits in the selection of students for studying abroad for the Higher Education Commission of Pakistan and the factors contributing to acculturative stress. Implications regarding the need to initiate counseling services for vulnerable students, and implementation of policies at institutional and government levels to assist students in facilitating their adjustment while their stay abroad, is discussed.
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Akhtar, M., & Kröner-Herwig, B. (2015). Acculturative Stress Among International Students in Context of Socio-Demographic Variables and Coping Styles. Current Psychology : A Journal for Diverse Perspectives on Diverse Psychological Issues, 34(4), 803-815. https://doi.org/10.1007/s12144-015-9303-4
Alegria, M. (2009). The challenge of acculturation measures: what are we missing? A commentary on Thomson & Hoffman-Goetz. Social science & medicine (1982), 69(7), 996.
Ayyoub, M., Khan, S., & Riaz, A. (2019). Qualitative Analysis of Cultural Adjustment Issues in Austria: The Case Study of Pakistani Ph.d Scholars. New Horizons, 13(1), 31-50.
Bashir, A., Brinkman, D., Biemans, H., & Khalid, R. (2019). A Qualitative Exploration of Educational Experiences of Pakistani Students at Dutch Universities. Pakistan Journal of Social and Clinical Psychology, 17(2), 3-11.
Bashir, A., Brinkman, D., Biemans, H., & Khalid, R. (2021). A qualitative exploration of acculturation practices of Pakistani scholars in Dutch society. Sage Open. https://doi.org/DOI: 10.1177/21582440211056335/ ID: SO-19-1391.R3 retrieved from https://edepot.wur.nl/558796
Bashir, A., & Khalid, R. (2020). Development and Validation of the Acculturative Stress Scale for Pakistani Muslim Students. Cogent Psychology, 7(1). https://doi.org/10.1080/23311908.2020.1714101
Berry. (1997). Immigration, acculturation, and adaptation. Applied psychology, 46(1), 5-34.
Berry, Kim, Power, Young, & Bujaki. (1989). Acculturation Attitudes in Plural Societies. Applied Psychology, 38(2), 185-206. https://doi.org/10.1111/j.1464-0597.1989.tb01208.x
Berry, Phinney, Sam, & Vedder. (2006). Immigrant youth: Acculturation, identity, and adaptation. Applied psychology, 55(3), 303-332.
Berry, J. W. (1974). Psychological aspects of cultural pluralism: unity and identity reconsidered. Topics in culture learning, 2, 17-22.
Berry, J. W. (2006). Acculturative stress. In Handbook of multicultural perspectives on stress and coping (pp. 287-298). Springer.
Bertram, D. M., Poulakis, M., Elsasser, B. S., & Kumar, E. (2014). Social support and acculturation in Chinese international students. Journal of Multicultural Counseling and Development, 42(2), 107-124.
Bochner, S., Furnham, A., & Ward, C. (2001). The psychology of culture shock. East Sussex: Routledge.
Brunsting, N. C., Zachry, C., & Takeuchi, R. (2018). Predictors of undergraduate international student psychosocial adjustment to US universities: A systematic review from 2009-2018. International Journal of Intercultural Relations, 66, 22-33.
Cao, C., Zhu, D. C., & Meng, Q. (2016). An exploratory study of inter-relationships of acculturative stressors among Chinese students from six European union (EU) countries. International Journal of Intercultural Relations, 55, 8-19.
Council, B. (2014). Postgraduate student mobility trends to 2024.
Demes, K. A., & Geeraert, N. (2013). Measures Matter. Journal of Cross-Cultural Psychology, 45(1), 91-109. https://doi.org/10.1177/0022022113487590
Desa, A., Yusooff, F., & Kadir, N. B. y. A. (2012). Acculturative Stress Among International Postgraduate Students at UKM. Procedia - Social and Behavioral Sciences, 59, 364-369. https://doi.org/10.1016/j.sbspro.2012.09.287
Duru, E., & Poyrazli, S. (2007). Personality dimensions, psychosocial-demographic variables, and English language competency in predicting level of acculturative stress among Turkish international students. International Journal of Stress Management, 14(1), 99.
Ebstrup, J. F., Eplov, L. F., Pisinger, C., & Jorgensen, T. (2011). Association between the Five Factor personality traits and perceived stress: is the effect mediated by general self-efficacy? Anxiety Stress Coping, 24(4), 407-419. https://doi.org/10.1080/10615806.2010.540012
Furnham, A., & Erdmann, S. (1995). Psychological and socio-cultural variables as predictors of adjustment in crosscultural transitions. Psychologia, 38(4), 238-251.
Haider, M. (2013). Keepers and explorers: An acculturation case study of the multi-faceted identity of Pakistani graduate students navigating US culture Boston College].
Haider, M. (2018). Double Consciousness: How Pakistani Graduate Students Navigate Their Contested Identities in American Universities. In Understanding International Students from Asia in American Universities (pp. 107-125). Springer.
Hajara, M., & Monica Galloway, B. (2018). Analysis of Acculturative Stress and Sociocultural Adaptation Among International Students at a Non-Metropolitan University. Journal of International Students, 8(1). https://doi.org/10.32674/jis.v8i1.166
Hamrick, J. F. (2007). The College Choice Experiences of Pakistani Undergraduates in the United States.
Haq, R. (2015). 177 MPhil, PhD scholars fail to complete their degrees. The Express Tribune. https://tribune.com.pk/story/968595/brain-drain-177-mphil-phd-scholars-fail-to-complete-their-degrees/
Hirai, R., Frazier, P., & Syed, M. (2015). Psychological and sociocultural adjustment of first-year international students: Trajectories and predictors. Journal of counseling psychology, 62(3), 438.
Huberts, D., & Coningh, M. V. d. (2017). Update: Incoming student mobility in Dutch higher education 2016-17
Nuffic Retrieved from www.nuffic.nl/mobility-statistics
Iorga, M., Soponaru, C., Muraru, I.-D., Socolov, S., & Petrariu, F.-D. (2020). Factors Associated with Acculturative Stress among International Medical Students. BioMed Research International, 2020, 2564725. https://doi.org/10.1155/2020/2564725
Jibeen, T., & Khalid, R. (2010). Development and Preliminary Validation of Multidimensional Acculturative Stress Scale for Pakistani Immigrants in Toronto, Canada. International Journal of Intercultural Relations, 34(3), 233-243. https://doi.org/10.1016/j.ijintrel.2009.09.006
John, O. P., & Srivastava, S. (1999). The Big Five trait taxonomy: History, measurement, and theoretical perspectives. Handbook of personality: Theory and research, 2(1999), 102-138.
Kertechian, S. K. (2018). Conscientiousness as a key to success for academic achievement among French university students enrolled in management studies. The International Journal of Management Education, 16(2), 154-165. https://doi.org/https://doi.org/10.1016/j.ijme.2018.02.003
Khosrojerdi, F. (2015). Muslim Female Students and Their Experiences of Higher Education in Canada.
King, R., & Sondhi, G. (2018). International student migration: A comparison of UK and Indian students’ motivations for studying abroad. Globalisation, Societies and Education, 16(2), 176-191.
Komarraju, M., Karau, S. J., Schmeck, R. R., & Avdic, A. (2011). The Big Five personality traits, learning styles, and academic achievement. Personality and individual differences, 51(4), 472-477. https://doi.org/https://doi.org/10.1016/j.paid.2011.04.019
Levent, F. (2016). The economic impacts of international student mobility in the globalization process. Journal of Human Sciences, 13(3), 3853-3870.
Mak, A. S., & Tran, C. (2001). Big five personality and cultural relocation factors in Vietnamese Australian students’ intercultural social self-efficacy. International Journal of Intercultural Relations, 25(2), 181-201.
Mangold, D. L., Veraza, R., Kinkler, L., & Kinney, N. A. (2007). Neuroticism Predicts Acculturative Stress in Mexican American College Students. Hispanic Journal of Behavioral Sciences, 29(3), 366-383. https://doi.org/10.1177/0739986307302167
Mansoor Nazir Bhatti, Amran Rasli , Maqsood Haider, & Qureshi, M. I. (2017). Relationship Between Personality Traits And Academic Stress Among Postgraduate Students In Pakistan Asia International Multidisciplinary Conference (AIMC ), https://www.researchgate.net/publication/327006118_Relationship_Between_Personality_Traits_And_Academic_Stress_Among_Postgraduate_Students_In_Pakistan/related
McDermott-Levy, R. (2011). Going alone: The lived experience of female Arab-Muslim nursing students living and studying in the United States. Nursing outlook, 59(5), 266-277. e262.
Misra, R., Crist, M., & Burant, C. J. (2003). Relationships among life stress, social support, academic stressors, and reactions to stressors of international students in the United States. International Journal of Stress Management, 10(2), 137.
Mori, S. C. (2000). Addressing the mental health concerns of international students. Journal of counseling & development, 78(2), 137-144.
Mukminin, A., Yanto, F., & Yanto, H. (2013). Beyond the classroom: Religious stressors and adjustment among Indonesian Muslim graduate students in an American graduate school. Turkish Online Journal of Qualitative Inquiry, 4(2), 33-45.
Noftle, E. E., & Robins, R. W. (2007). Personality predictors of academic outcomes: big five correlates of GPA and SAT scores. Journal of personality and social psychology, 93(1), 116.
Noreen, S., Wei, F. W., Zareen, M., & Malik, S. (2019). The Intercultural Adjustment of Pakistani Students at Chinese Universities. INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES, 9(3).
Padilla, A. M., Alvarez, M., & Lindholm, K. J. (1986). Generational status and personality factors as predictors of stress in students. Hispanic Journal of Behavioral Sciences, 8(3), 275-288.
Poyrazli, S., Arbona, C., Nora, A., McPherson, R., & Pisecco, S. (2002). Relation between assertiveness, academic self-efficacy, and psychosocial adjustment among international graduate students. Journal of college student development.
Poyrazli, S., Kavanaugh, P. R., Baker, A., & Al‐Timimi, N. (2004). Social support and demographic correlates of acculturative stress in international students. Journal of College Counseling, 7(1), 73-82.
Poyrazli, S., Thukral, R. K., & Duru, E. (2010). International students race-ethnicity, personality and acculturative stress. International Journal of Psychology and Counselling, 2(2), 25-32.
Preston Jane, P. (2017). The academic and personal experiences of Mainland Chinese students enrolled in a Canadian Master of Education Program. International Journal of Comparative Education and Development, 19(4), 177-192. https://doi.org/10.1108/IJCED-05-2017-0006
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