Academic Adjustment, Perceived Social Support and Psychological Well-being of International Students at HEIs in Hungary

This study aims at investigating the correlation between academic adjustment, perceived social support, and psychological well-being of international community of students studying at universities in Hungary. The hypothesis stated that there is a chance of the presence of a positive correlation amongst academic adjustment, perceived social support, and psychological well-being of the students that can easily be predicted by these factors. In addition to this, perceived social support will increase the strength of the relationship amid academic adjustment and psychological well-being. Data was collected from five public universities through non-probability purposive sampling from 153 international students enrolled in different programs. The students predominantly belonged to an age group of 18 to 35 years (M= 24.54, SD= 4.1). However, academic Adjustment Scale (AAS; Anderson et al., 2016), the Multidimensional Scale of Perceived Social Support (MSPSS; Zimet et al., 1988), and Ryffs’ Psychological Well-being Scale (RPSWS; Ryff, 1989) were utilized to gather data, and the analysis employed included Pearson product-moment correlation and hierarchical regression. It was revealed that academic adjustment, perceived social support, and psychological well-being are positively correlated. However, the perceived social support as well as academic adjustment can positively predict the psychological well-being. Furthermore, correlation between psychological well-being and academic adjustment was moderated positively by the perceived social support. The results indicate the significance of effective processes for academic adjustment and delivery of efficient methods to provide assistance to safeguard the well-being of students studying overseas.