Due to the impact of the increasing number of international students， there is more research on the engagement of international students， and most of them are focus on the academic experience or achievement of international students by using quantitative methods with utilizing survey data.
　　There are many specific individual variables that interact with the adjustment of academic experience of international students. They included background variables such as gender; country of origin; length of stay in the U.S.; personality characteristics， such as willingness to seek counseling and utilization of psychological services; and situational factors. such as proximity to student’s own cultural group， relationship with the faculty， and student abilities in communication and his or her English language proficiency. A large body of research examined those variables and others for undergraduate and graduate students across particular disciplines， and in terms of specific demographic or competency variable（s）.
　　Sanford （2009） analyzed non-cognitive student variables and institutional characteristics with the purpose of predicting international graduate student success in U.S. Universities. The analysis in Sanford’s study showed a relationship between the noncognitive scores and the degree level， GPA， and time to degree， but failed to establish its significance. The findings emphasize academic discipline as a variable in studies on graduate students， where discipline moderates the predictive value of non-cognitive abilities on achievement.
　　The literature， however， lacks an overarching theoretical framework for conceptualizing the development and nature of the academic experience of students. Altbach （1991） disputed that “much of the literature lacks theoretical importance”. Chang （1996） also argued that “the findings on international student adjustment have been inconsistent and inconclusive， in particular with regards to the adaptation processes”. Chang further suggested that “only when research is conducted to investigate multiple parameters of adaptation simultaneously can the dynamics and complexity of adjustment be best captured”.
　　The other perspective to study on the student engagement of international students emphasizes psycho-social dimensions of the student experiences. Many empirical studies explored variables that were examined in relation to the level of adaptation of international students to living in the U.S. at particular institutions， using mixed methods or qualitative methods and mostly small samples. The literature in this perspective introduces new variables， some of which were interpreted within a framework of acculturation in a new environment， such as adaptation， coping， and adjustment; the availability and utilization of academic and social support networks and services; student understanding of the American academic system; and the challenges students face due to lack of English proficiency. 　　Mori （2000） examined the sources of psychological problems and mental health of international students which are a diverse and increasing population whose unique concerns are traditionally overlooked on the American college campus. The demands for cultural adjustments frequently place international students at greater risk for various psychological problems than students in general. Establishing sufficient and readily accessible mental health services is significant for them. They need more existing counseling services and culturally sensitive services. Student engagement always includes a psychological and behavioral component and a sense of belonging and participation. Mental health is part of the psychological component. There are few studies about the mental health of international students， and the majority of the research focuses on the academic performance of international students.
　　There is also the research which focuses on the role of culture. Yakunina et al. （2013） proposes that international students are often encouraged to cope with acculturative stress by relying on personal and multicultural strengths. The authors explored this assumption by testing personal growth initiative， hardiness， and universal-diverse orientation as predictors of international students’ acculturative stress and adjustment. In sum， the researchers from the psycho-social dimensions still need development. Mix method or qualitative method are necessary in engagement of international students， which could make people know how they really see and feel.
　　【作者簡介】唐欣雨（1992.08-），女，广西玉林人，西安医学院，助教，硕士研究生，研究方向：英语教学，高等教育。