This study examines the contribution of some individual, cultural, and social variables to psychological distress of international students in Turkey. Recently, internationalization has become a phenomenon in higher education. Several scholars conducted macro level analyses (e.g., Callan, 2000; Deem, 2001; Enders, 2004; Teichler, 2004) on the issue of internationalization in higher education. An important dimension of internationalization is related to cross-border student mobility (Open Doors, 1996/97; Sam, 2001). Paige (1990) argued that international student mobility becomes a reality for almost every county. Although the USA, the UK, and Australia are indicated as the traditional destinations of foreign students, recently other countries (i.e., Germany, France) have been increasingly becoming prominent in attracting international students. Internationalization literature has been dominated by macro-level and policy analyses. Part of these macro level analyses focuses on academic and economic benefits of internationalization (Knight, 1999). Micro-level analyses remain relatively limited in the internationalization literature. In other words, the experiences in all of international students remained less investigated. However, it is essential to document academic, social, and cultural experiences international students because accomplishing the rationales of internationalization largely remains on the experiences of foreign students. This study aims to contribute to fill this gap by analyzing international students’ academic, social, and cultural experiences in a developing country, Turkey. The study particularly analyses the contribution of individual characteristics (gender, length of stay in the host country-Turkey, Turkish language proficiency), social experiences (interaction with Turkish students, integration to social life), life satisfaction, perceived cultural distance, perceived discrimination, and perceived level of cultural distance to psychological distress of international students. The experience of studying abroad broadens the world view and professional knowledge of international students (Ward, Bochner, & Furnham, 2001). However, first year at university is a stressful time for both host and international students, due to adjusting to new educational and social environments as well as coping with developmental issues such as psychological autonomy, economic independence, and identity formation (Furnham, 2004). In addition to the usual adjustment process international students have a number of other stressors including the added strain of having to learn different cultural norms, language and a new educational system (Martinez, Huang, Johnson, & Edwards, 1989; Mori, 2000; Toyokawa & Toyokawa, 2002). The way in which these stressors are perceived and dealt with will largely influence the quality of the sojourn experience of the international student.

This study examines self-reported psychological distress and the factors predicting it among 334 international students (210 males and 124 females) studying at various universities in Turkey. A standard multiple regression was conducted to examine the contribution of individual characteristics (gender, length of stay in the host country-Turkey, Turkish language proficiency), social experiences (interaction with Turkish students, integration to social life), life satisfaction, perceived cultural distance, perceived discrimination, and perceived level of cultural distance to psychological distress of international students.

Regression analysis revealed that the life satisfaction level, integration with social life in Turkey, Turkish language proficiency, and length of stay in the host country-Turkey account for 32,8% of the variance in the international students’ psychological distress levels. Among the variables entered into the equation, students’ level of life satisfaction that accounted for the 23,3% of the variance was found to be a best predictor of the psychological distress levels of sojourners. These findings suggest that countries and higher education organizations need to focus on accommodating services ensuring life satisfaction of foreign students. As a result, accomplishing academic, social, cultural rationales of internationalization becomes possible. Besides, further research need to focus more on individual, social, academic and cultural experiences of international students.