The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands
Research output: Contribution to journal › Article › Academic › peer-review
The results indicate that some groups of international students experience considerable personal-emotional and social adjustment issues, while other groups of international students adjust fairly straightforward. In particular, international students from Confucian Asia score substantially lower on academic integration than their Western peers, with moderate to strong effect sizes. The cultural dimensions of Hofstede significantly predicted academic adjustment and social adjustment, in particular power-distance (negative), masculinity and uncertainty avoidance (both positive). Follow-up multi-level analyses show that academic adjustment is the primary predictor for academic success. The results imply that higher educational institutes should focus on facilitating academic adjustment of (Bachelor) international students, in particular non-Western students.