CHAPTER 1 INTRODUCTION BACKGROUND
This study investigates factors associated with the academic stress experienced by international students attending graduate school in the United States. The study was grounded in a cognitive framework in which the stress due to the academics is important consideration in view of students as the consideration of this situation where the pressure and stress are part of the student’s role and their studies, social support network, and the competencies in their role. While self-perceived English-language skills and, to a lesser degree, cultural distance were the predictors of primary considerations, self-perceived English-language, academic, and problem-solving skills and social support network were the main determinants of secondary consideration . Implications for how universities might work more effectively with international students are discussed (David w.chapmen, Donald A. Biggs, Teh-yuan wan 1992).
This study investigates factors associated with the academic stress experienced by international students attending graduate school in the United States. The study was grounded in a cognitive framework in which the stress due to the academics is important consideration in view of students as the consideration of this situation where the pressure and stress are part of the student’s role and their studies, social support network, and the competencies in their role. While self-perceived English-language skills and, to a lesser degree, cultural distance were the predictors of primary considerations, self-perceived English-language, academic, and problem-solving skills and social support network were the main determinants of secondary consideration . Implications for how universities might work more effectively with international students are discussed (David w.chapmen, Donald A. Biggs, Teh-yuan wan 1992).