International Student Stress
Academic Stress Among College Students: Comparison of American and International Students
Ranjita Misra and Linda G. Castillo
Texas A&M University
This study compared academic stressors and reactions to stressors between American and international students using Gadzella’s Life Stress Inventory (B. M. Gadzella, 1991). Five categories of academic stressors (i.e., frustrations, conflicts, pressures, changes, and self-imposed) and four categories describing reactions to these stressors (i.e., physiological, emotional, behavioral, and cognitive) were examined. The sample consisted of 392 international and American students from 2 Midwestern universities. American students reported higher self-imposed stressors and greater behavioral reactions to stressors than international students. Respondent’s status (American or international) and interaction of status and stressors emerged as the 2 strongest predictors of their behavioral, emotional, physiological, and cognitive reaction to stressors. Five stressors attained statistical significance in the regression model. The findings emphasize the need to recognize cultural differences in stress management. Implications for mental health providers in the university arena are discussed.
KEY WORDS: academic stressors; American students; international students; reactions to stressors
The international student population in the United States has been growing steadily since the 1950s and constitutes a significant proportion of higher education students. For example, international students represent 12% of all master’s degrees and 26.7% of doctoral degrees earned in the
Ranjita Misra, Department of Health and Kinesiology, Texas A&M University; Linda G. Castillo, Department of Educational Psychology, Texas A&M University. This study was funded by the National Office of Eta Sigma Gamma. Correspondence concerning this article should be addressed to Ranjita Misra, Department of Health and Kinesiology, Texas A&M University,
Ranjita Misra and Linda G. Castillo
Texas A&M University
This study compared academic stressors and reactions to stressors between American and international students using Gadzella’s Life Stress Inventory (B. M. Gadzella, 1991). Five categories of academic stressors (i.e., frustrations, conflicts, pressures, changes, and self-imposed) and four categories describing reactions to these stressors (i.e., physiological, emotional, behavioral, and cognitive) were examined. The sample consisted of 392 international and American students from 2 Midwestern universities. American students reported higher self-imposed stressors and greater behavioral reactions to stressors than international students. Respondent’s status (American or international) and interaction of status and stressors emerged as the 2 strongest predictors of their behavioral, emotional, physiological, and cognitive reaction to stressors. Five stressors attained statistical significance in the regression model. The findings emphasize the need to recognize cultural differences in stress management. Implications for mental health providers in the university arena are discussed.
KEY WORDS: academic stressors; American students; international students; reactions to stressors
The international student population in the United States has been growing steadily since the 1950s and constitutes a significant proportion of higher education students. For example, international students represent 12% of all master’s degrees and 26.7% of doctoral degrees earned in the
Ranjita Misra, Department of Health and Kinesiology, Texas A&M University; Linda G. Castillo, Department of Educational Psychology, Texas A&M University. This study was funded by the National Office of Eta Sigma Gamma. Correspondence concerning this article should be addressed to Ranjita Misra, Department of Health and Kinesiology, Texas A&M University,
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