Predictors of international students' psychological and sociocultural adjustment to the context of reception while studying at Aarhus University, Denmark.

The number of international students engaging in intercultural education and thereby adjusting to cross-cultural transition has risen conspicuously as a consequence of globalization and increased mobility. This process of acculturation has been associated with increased creativity as well as adaptation challenges. This paper investigates international students' psychological and sociocultural adjustment to studying at Aarhus University in Denmark. Both international students (n = 129) and domestic students (n = 111) participated in the study. The international students did not report impaired psychological conditions as compared to the control group of domestic students. However, the international students reported a significantly lower level of social support. Social support and perceived discrimination were significant predictors of both psychological and sociocultural adjustment. Additionally, the level of English proficiency alone predicted sociocultural adjustment. Values of vertical individualism and horizontal collectivism predicted psychological adjustment. Finally, integration was found to be a significantly more adaptive acculturation orientation than separation in regard to sociocultural adjustment. These findings were discussed in relation to relevant international research and it was concluded that international students comprise a resourceful student sample and that the international academic environment at Aarhus University appears to be an adequately cultural and value-oriented good fit as a context of reception for the multicultural engagement of international students.