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This study examined the psychosocial state of international students and the resultant effect on the students' first-year learning outcome. Of interest was whether participants first-year experiences would influence learning. We grounded this study on student involvement and psychosocial theories. A total of 600 international students from 83 Chinese Universities participated in an online survey. The psychosocial factors were measured with both the First Year University Experience Questionnaire and 12-point GHQ questionnaires and analysed with hierarchical multiple regression. The result was statistically significant explaining 24%, 27% and 33% variance on international students' learning outcomes, after controlling for all the psychosocial factors. Moreover, the results suggested the need for University administrators to provide counselling support and promote sustainable psychosocial oriented programs.

PSYCHOSOCIAL INFLUENCES ON FIRST-YEAR INTERNATIONAL STUDENTS LEARNING OUTCOMES IN CHINESE UNIVERSITIES