Predictors of Academic Adjustment Among International Students in Rural Southern USA

Academic adaptation is crucial for the success and well-being of international students, especially in rural areas where cultural and social support resources may be limited. This study aimed to identify predictors of academic adaptation among international students in the rural southern United States, focusing on social support, cultural integration, alcohol use, and acculturative stress. A cross-sectional study was conducted with 141 international students from two universities: the University of Mississippi/Oxford campus and the University of Alabama. Data were collected through a web-based survey using validated scales to measure cultural integration, acculturative stress, social support, alcohol use, and academic adaptation. Pearson correlation and multiple linear regression analyses were performed to identify significant predictors of academic adaptation. The sample consisted of 54.6% male and 45.4% female students, with a mean age of 29.4 years. The majority were graduate students (89.4%), with the majority being funded by graduate teaching or research assistantships (78.7%). Correlation analyses showed that social support was positively correlated with academic adaptation (r = 0.62, p < 0.01). Also, cultural integration was positively corelated with academic adaptation (r = 0.33, p < 0.001). However, acculturative stress was negatively correlated with academic adaptation (r = −0.20, p < 0.05). The fully adjusted regression analyses identified social support as a positive predictor of academic adaptation among international students in rural U.S. universities. The model demonstrated that each unit increase in the social support score was associated with a 0.61 increase in the academic adaptation score (95% CI [0.44, 0.79], p < 0.001). These findings highlight the need for tailored support programs addressing the unique challenges faced by this population to enhance their academic success and overall well-being.