Navigating Anxiety and Uncertainty: Cultural Adjustment of International Students at ECU

Abstract

International students face unique challenges when transitioning into higher education in the United States. For many, adjusting to life on a new campus brings moments of uncertainty and anxiety, especially when cultural norms, communication styles, and classroom expectations feel unfamiliar. This mixed-methods thesis explores the cultural adjustment experiences of international students at East Carolina University (ECU), focusing on how students navigate perceived cultural distance and manage the emotional and academic pressures that come with studying in a new country. The study is guided by anxiety-uncertainty management (AUM) theory, which explains that people adapt more successfully when they are able to keep their anxiety and uncertainty at manageable levels. This research combines both survey and interview data to better understand how students experience their adjustment. A survey was distributed to international students at ECU (n = 42) to assess their anxiety, uncertainty, cultural distance, involvement, academic, social, and psychological adjustment. Follow-up interviews with ten students allowed for a deeper look into their day-to-day realities, including the specific challenges students have encountered and how they have managed. The themes from the interviews included managing pre-arrival expectations, navigating American communication styles, adapting to academic power distance, building social connections, and finding personal growth through mindfulness and support systems. While not all quantitative results were statistically significant, meaningful patterns still emerged. Students who managed anxiety more effectively were also more likely to engage on campus and report stronger psychological adjustment. One of the more unexpected findings was that students who perceived a greater cultural distance sometimes reported stronger academic motivation. The interviews helped explain these trends by highlighting the resilience and determination many students bring with them. This study highlights the importance of creating support systems that go beyond surface-level help. International students benefit most from resources that feel culturally aware, empathetic, and easy to access. Their stories reflect not only the challenges of adjusting to a new culture but also the strength it takes to grow in the middle of uncertainty. Their experiences serve as a reminder that meaningful connection, involvement, and support can make all the difference.