Introduction International students are steadily increasing in South Korean higher education institutions. How well international students in South Korea are adjusted academically and the relationship between acculturation stressors and academic adjustment has not yet been determined. The study aimed to fill this research gap by examining the relationship between acculturation stressors and academic adjustment among Nepalese international students in South Korean higher education institutions. Methods The sample of the study consisted of Nepalese international students who enrolled in 36 universities in South Korea. Students’ background characteristics and acculturation stressors (e.g., discrimination, homesickness, hate/rejection, fear, cultural shock, and guilt) were selected to assess the association of these characteristics and stressors with academic adjustment. Pearson correlation and hierarchical multiple regression were utilized to examine the association between acculturation stressors and academic adjustment. Results The results from the Pearson correlation revealed the negative correlation of perceived discrimination (r = -.23, p< 0.01), perceived hate/rejection (r = -.18, p< 0.05), perceived fear (r = -.24, p< 0.01), and perceived cultural shock (r = -.17, p< 0.05) with academic adjustment. Further, the hierarchical regression model revealed that marital status (β = .223, p <.01) had a positive association with academic adjustment, whereas perceived fear (β = -.206, p <.05) had a negative association with academic adjustment even after including students’ background characteristics and other acculturation stressors. Conclusion Addressing acculturation stressors among international students in higher education institutions is essential to facilitate positive academic adjustment. Mainly, perceived fear has negatively affected students’ academic adjustment. Based on these findings, tailored programs must be developed to curtail students’ perceived fear in order to enhance their academic performance in South Korean higher education institutions.

中文翻译：

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韩国高等教育机构中尼泊尔学生的适应压力和学术调整

简介在韩国的高等教育机构中，国际学生正在稳步增长。尚未确定韩国的国际学生在学业上的适应程度以及适应压力源与学业适应之间的关系。该研究旨在通过研究韩国高等教育机构中尼泊尔国际学生的适应压力与学术适应之间的关系来填补这一研究空白。方法研究样本包括在韩国36所大学就读的尼泊尔国际学生。学生的背景特征和适应压力（例如歧视，乡愁，仇恨/拒绝，恐惧，文化冲击，和罪恶感），以评估这些特征和压力源与学业调整之间的关系。皮尔逊相关性和层次多元回归被用来检验文化适应压力与学术调整之间的关联。结果皮尔森相关性的结果显示，感知的歧视（r = -.23，p <0.01），感知的仇恨/排斥（r = -.18，p <0.05），感知的恐惧（r = -.24）呈负相关。 ，p <0.01），并在学术调整的基础上感知文化冲击（r = -.17，p <0.05）。此外，分层回归模型显示，婚姻状况（β= .223，p <.01）与学业调整呈正相关，而感知的恐惧（β= -.206，p <。）。05）即使包括学生的背景特征和其他适应压力，其与学业调整之间也存在负相关。结论解决高校留学生的适应压力对促进积极的学术调整至关重要。主要是，恐惧感对学生的学业适应有负面影响。基于这些发现，必须制定量身定制的计划以减少学生的恐惧感，以提高他们在韩国高等教育机构中的学习成绩。恐惧感对学生的学业调整有负面影响。基于这些发现，必须制定量身定制的计划以减少学生的恐惧感，以提高他们在韩国高等教育机构中的学习成绩。恐惧感对学生的学业调整有负面影响。基于这些发现，必须制定量身定制的计划以减少学生的恐惧感，以提高他们在韩国高等教育机构中的学习成绩。