Individual and cultural predictors of sociocultural adaptations of international higher education students in Türkiye

International student mobility continues to expand worldwide, but research on the sociocultural adaptation of international students in Türkiye remains limited and theoretically dispersed. This study sought to fill that gap by exploring how cultural and economic capital, general self-efficacy, culture shock, acculturation strategies, and key demographic factors shape students’ adjustment. Drawing on data from 3,554 students at 30 universities, we assessed sociocultural adaptation alongside measures of capital, self-efficacy, culture shock, and acculturation orientations. Using correlation analyses and hierarchical regression models, we found that objectified cultural capital, general self-efficacy, and the acculturation strategies of assimilation and integration were significant positive predictors of adaptation. In contrast, interpersonal stress and marginalization showed negative associations. Age and gender also had small but meaningful effects. Together, these variables explained 49% of the variance in sociocultural adaptation, highlighting the combined role of structural resources, psychological strengths, and acculturation approaches in shaping students’ adjustment. Overall, the findings point to the value of strengthening students’ psychological resources, supporting their cultural and linguistic competence, and reducing interpersonal stress through targeted institutional initiatives. By offering large-scale, context-specific evidence from a non-Western higher education setting, this study provides actionable insights for universities and policymakers working to enhance the adaptation experiences of international students.