As an increasing number of international students are studying in English-speaking universities, there has been growing interest in exploring the factors and complexities that impact international students’ academic achievement and adaptation during their studies. The present study aimed to investigate how international students adapt to new academic environments in US universities by exploring the relationships between self-determined motivation, beliefs about classroom assessments, the use of self-regulatory learning strategies, and academic performance based on self-determination theory. To examine international students’ learning experiences, 321 international Asian undergraduate students at a large research-intensive midwestern university participated in an online survey. Structural equation modeling was conducted to test the proposed model. The findings demonstrated that self-determined motivation in courses led to adaptive beliefs about classroom assessments, which promoted a variety of self-regulatory learning strategies, including shallow and metacognitive strategies. Metacognitive learning strategies were significantly related to students’ academic performance. This study allows us to better understand how Asian international students adapt to US academic environments through their motivation to learn, perspectives about classroom assessments, and learning strategies across different academic disciplines at the university level.

随着越来越多的国际学生在英语大学学习，人们对探索影响国际学生学习成绩和适应能力的因素和复杂性的兴趣与日俱增。本研究旨在通过探索自我决定的动机，对课堂评估的信念，自我调节学习策略的使用以及基于自我决定理论的学习成绩之间的关系，研究国际学生如何适应美国大学的新学术环境。 。为了考察国际学生的学习经历，在一所大型研究型中西部大学的321名国际亚洲本科生参加了一项在线调查。进行结构方程建模以测试所提出的模型。研究结果表明，课程中的自我决定动机导致了对课堂评估的适应性信念，从而促进了多种自我调节学习策略，包括浅层和元认知策略。元认知学习策略与学生的学习成绩显着相​​关。这项研究使我们能够通过他们的学习动机，对课堂评估的看法以及大学一级不同学科的学习策略，更好地了解亚洲国际学生如何适应美国的学术环境。元认知学习策略与学生的学习成绩显着相​​关。这项研究使我们能够通过他们的学习动机，对课堂评估的看法以及大学一级不同学科的学习策略，更好地了解亚洲国际学生如何适应美国的学术环境。元认知学习策略与学生的学习成绩显着相​​关。这项研究使我们能够通过他们的学习动机，对课堂评估的看法以及大学一级不同学科的学习策略，更好地了解亚洲国际学生如何适应美国的学术环境。