Resilience and Social Support as Pathways to Academic Achievement and Adjustment among International Students at a Pakistani University
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| Title: | Resilience and Social Support as Pathways to Academic Achievement and Adjustment among International Students at a Pakistani University |
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| Language: | English |
| Authors: | Hafiza Aqsa |
| Source: | Journal of International Students. 2026 16(3):173-190. |
| Availability: | Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Students, Resilience (Psychology), Social Support Groups, Predictor Variables, Academic Achievement, Student Adjustment, Gender Differences, Foreign Countries, Peer Influence, Cultural Relevance, Student Characteristics, Personality Traits, College Students, Grades (Scholastic) |
| Geographic Terms: | Pakistan |
| ISSN: | 2162-3104 2166-3750 |
| Abstract: | International students often experience challenges when adapting to academic systems and cultural settings different from their own. Grounded in Bandura's social cognitive theory, this study examined the role of resilience and social support in predicting academic achievement and adjustment among international students at the University of the Punjab, Lahore, Pakistan. A purposive sample of 100 international students (M = 23.36 years, SD = 3.47) participated in the study. The results indicated that resilience and social support were significant positive predictors of adjustment, whereas the length of stay in Pakistan positively predicted academic achievement. Compared with female students, male students reported higher levels of social support from significant others and family. These findings highlight the interaction of personal and environmental factors in shaping students' academic and sociocultural adaptation. Universities in developing host countries can enhance international student outcomes by integrating resilience-building programs, peer-support networks, and culturally responsive orientation initiatives into their institutional support systems. [Note: The publication year (2025) shown in the citation on the PDF is incorrect. The correct publication year is 2026.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495376 |
| Database: | ERIC |
| Abstract: | International students often experience challenges when adapting to academic systems and cultural settings different from their own. Grounded in Bandura's social cognitive theory, this study examined the role of resilience and social support in predicting academic achievement and adjustment among international students at the University of the Punjab, Lahore, Pakistan. A purposive sample of 100 international students (M = 23.36 years, SD = 3.47) participated in the study. The results indicated that resilience and social support were significant positive predictors of adjustment, whereas the length of stay in Pakistan positively predicted academic achievement. Compared with female students, male students reported higher levels of social support from significant others and family. These findings highlight the interaction of personal and environmental factors in shaping students' academic and sociocultural adaptation. Universities in developing host countries can enhance international student outcomes by integrating resilience-building programs, peer-support networks, and culturally responsive orientation initiatives into their institutional support systems. [Note: The publication year (2025) shown in the citation on the PDF is incorrect. The correct publication year is 2026.] |
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| ISSN: | 2162-3104 2166-3750 |
