Predictors of Psychosocial Adjustment among Nomadic Students in Higher Education: A Scoping Review

Predictors of Psychosocial Adjustment among Nomadic Students in Higher Education: A Scoping Review | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Systematic Review Predictors of Psychosocial Adjustment among Nomadic Students in Higher Education: A Scoping Review Nirwana Permatasari This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6217341/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 04 Nov, 2025 Read the published version in BMC Psychology → Version 1 posted 12 You are reading this latest preprint version Abstract Nomadic students face significant challenges when transitioning to higher education due to cultural, academic, and social differences. This scoping review explores predictors of psychosocial adjustment among nomadic students in Western universities compared to those in Indonesia. Following the PRISMA-ScR protocol, 43 articles were selected from databases including PsycINFO, Scopus, and Google Scholar. Findings reveal that predictors encompass psychological, academic, sociocultural, and life factors. Studies in Western contexts emphasize psychological aspects and a more structured adjustment process than those in Indonesia. A key research gap is the need for tailored theoretical concepts that reflect the unique characteristics of nomadic students in Indonesia. The practical implications guide the design of intervention programs to better support nomadic students in adjusting to university life. College Adjustment Nomadic Students Psychosocial Adjustment Scoping Review Indonesia Figures Figure 1 Figure 2 1. Introduction One of the periods of self-adjustment occurs in the early days of lectures, and new students experience transitions in various areas of life, where they are prone to experiencing high levels of stress, which is related to mental health, so they need to adjust. Some of the adjustments made by first-year students are adjustments to academics, social life, and emotions. New students are learning to develop greater responsibility and independence, especially wandering students. The complexity of the problems of nomadic students related to psychological and mental health shows the dynamics of cross-cultural experiences. The phenomenon of culture shock takes the form of psychological pressure often experienced when entering a new social context. Culture shock is the stress an individual experiences when facing psychological conflicts during adjustment to a new environment. The discomfort that occurs is caused by excessive awareness of one's values, beliefs, or attitudes toward unknown sociocultural habits during transitional experiences (Pacheco 2020 ). Nomadic students often face significant difficulties transitioning to the culture of the place of study, especially in the first year of visitation. These difficulties are often referred to as "culture shock," the initial adjustment process to a new environment, which can have an emotional, psychological, behavioral, cognitive, and physiological impact on the adjustment process (Goldstein & Keller 2015 ). In addition to directly experiencing discrimination, the lives of ethnic minorities are also affected by the fear of experiencing discrimination and the challenges of accessing mental and physical health services. The existence of prejudice and discrimination, defined as degrading judgments/foolish attitudes and unfair treatment, respectively. One of the reasons for the danger is that unfair treatment can create a mental dilemma for recipients of discrimination resulting in feelings of frustration and helplessness (Suh, Flores, & Wang 2019 ). Berk ( 2018 ) stated that the difficulties faced by nomadic students are closely related to personal and institutional factors which ultimately have an impact on the ease with which they experience dropouts. Various factors are the cause such as lack of motivation, poor learning ability, financial stress, and emotional dependence on parents, thus fostering a negative attitude towards the campus environment. Berk added that when students do not have attachment to the college where they are studying due to their ethnicity or religion factors that fall into the minority category, then their motivation to continue studying will decrease until they experience dropout. Based on data from higher education statistics (PDDikti 2020 ) shows that there are 478,826 out of 4,374,994 students or 11% of students who experience dropouts referring to the dropout, dropout, and resignation categories. From this data, South Sulawesi is one of the largest cities after Jakarta, East Java, Medan, West Java, and Central Java which has the highest dropout rate of 23,132 students, where the largest data refers to the Eastern Indonesia region including Papua, Maluku, Flores, etc., namely there are 16,927 students who have dropped out of college. From this data, it shows that students from Eastern Indonesia experience obstacles to adjusting to the learning process in higher education. Several studies have shown that nomadic students tend to be in groups of fellow students from the same area because they view their presence as temporary and do not want to involve themselves more (Wijanarko & Syafiq 2017 ; Mamesah & Kusumiati 2019 ; Theodorus 2021 ). Lin and Yi (Saniskoro & Akmal 2020) mentioned that the unique problems experienced by nomadic students are psychosocial problems, among which are unfamiliarity with new social styles and norms, changes in the support system, and intrapersonal and interpersonal problems caused by the process of self-adjustment. Likewise, students from Eastern Indonesia face several obstacles in adjusting when entering the tertiary level (Barimbing & Kahija, 2015 ; Wijanarko & Syafiq 2017 ; Mamesah & Kusumiati 2019 ; Dhei et al 2020 ; Theodorus 2021 ). Wijanarko and Syafiq ( 2017 ), in their research, found that Papuan students experience various obstacles in adjusting when they are in college. The causes of these obstacles are related to language and cultural differences, feelings of inferiority, and high sensitivity, which also impact his ability to establish relationships. The main obstacle in adjusting to the campus environment is the tendency of students from Papua to make friends only with fellow students from Papua and tend to avoid relationships with students and the local community. Differences in language, values, and habits are the main obstacles beyond geographical climate issues. In addition to language differences, they face academic problems (including differences in language and learning systems), social problems (not being able to interact with the surrounding environment), and personal problems (feeling alone and homesick). Their success in making social adjustments is determined by their choices when obstacles and constraints arise in social relations with students or the local community they study (Dara et al 2020 ). Many changes are certainly faced in aspects of life as nomads, such as changes in roles, social environments, and behavior. Thus, in this case, self-adjustment is essential to overcome the condition. Based on the description above, various specific problems that arise from each main category faced by many nomadic students in adjusting to university; a strategy is needed in undergoing an adjustment process, especially as a basis and foundation for adjusting to completing their education and returning to their hometown/region with the success of holding a bachelor's degree. The ability to adjust in the first year of college was termed by Baker and Siryk ( 1986 ) as "college adjustment," a process of adjusting students to college, which refers to the ability of students to interact with their environment in the first year of study. Mattanah ( 2016 ) suggests that adjustment involves directing oneself to a satisfactory state in a new situation. College adjustment is defined as the ability of students to adjust well in higher education, which not only adjusts the campus environment but also must actively strive to make their experience in college that has an impact on their health and well-being mentally, physically, and psychosocially. Based on the description above, everyone will face many problems in adjusting to various situations, including in the university environment, so when facing these problems, they will try to overcome them. Adjusting to the tertiary level indicates the need for students to involve themselves in life and academic situations, where the first year of study is the foundation for facing demands and obstacles throughout the lecture process later. In the previous literature, many have revealed what psychological concepts can support and hinder the adjustment of lectures of nomadic students. Thus, it is necessary to understand comprehensively related to the predictors of psychosocial adjustment of nomadic students to universities in western countries and the comparison of these factors in Indonesia; what theoretical bases are used in studying the adjustment of percussion in nomadic students related to the research methods used, as well as gaps from previous studies on adjusting the lectures of nomadic students for further research reference. 2. Materials and Methods The research method used is scoping literature review (SLR), which is one of the designs of the systematic method of review. Higgins & Green ( 2008 ) suggest that systematic reviews provide an up-to-date summary of complete and up-to-date knowledge and research related to interventions, diagnostic tests, health factors, and other themes, where there are systematic search procedures to minimize the occurrence of bias. Munn et al ( 2018 ) add that the use of scoping reviews is aimed at identifying the types of evidence available in a field, clarifying key concepts or definitions in the literature, testing how research is conducted on a particular topic or field, identifying key characteristics of factors related to a particular concept and as a precursor to a systematic review as well as analyze the existence of knowledge gaps and previous research. The scoping literature review evaluates the potential scope of research literature related to predictors of psychosocial adjustment of nomadic students in higher education, the theoretical foundation used in studying lecture adjustments in nomadic students, and the identification of gaps for future research. The procedures used as a stage of systematic literature study are to compile review questions, compile inclusion and exclusion criteria, carry out literature search strategies, carry out article identification processes, perform extraction and critical appraisal, and synthesize findings. Here is an explanation of each stage: Stage 1: Review questions This scoping review aims to find predictors of the psychosocial adjustment of nomadic students to college. The formulation of the review question used refers to the SPIDER tool, which stands for samples related to population characteristics/problems that are the focus of the review, phenomenon of interest related to phenomena that are the focus of reviews, such as behavior, experience, or intervention, design related to the design used whether it affects the strength and analysis and research findings, evaluation related to the evaluation of the output, which includes subjective outputs such as views, attitudes, etc., as well as research types related to the type of research whether quantitative, qualitative or mixed method (Munn et al 2018 ). Based on this, the formulation of review questions used as a guide to be finding literature is a sample, namely nomadic students, the phenomenon of interest, namely psychosocial adjustment in lectures (college adjustment); design, namely questionnaires, interviews, FGDs, case studies, evaluations, namely adjustment experiences, and research types, namely quantitative, qualitative, and mixed method (empirical study), focusing on the questions: What factors have been revealed to be related to the psychosocial adjustment of nomadic students to universities in western countries and Indonesia? How do we compare the factors and theoretical basis in assessing the adjustment of nomadic students in western countries and Indonesia? What research methods are used to assess the adjustment of nomadic students in western countries and Indonesia? What are the gaps from previous studies on the adjustment of nomadic student lectures and the implications for future research? Stage 2: Develop inclusion and exclusion criteria. The second stage is to identify the relevant literature concerning the inclusion and exclusion criteria to guide the identification of articles with a transparent and accountable process and provide information on the scope and limitations of the review. The inclusion and exclusion criteria refer to five main points, namely criteria related to article type, year of publication, language, topic, and setting, which can be seen in Table 1 below: Table 1 Inclusion And Exclusion Criteria Criterion Inclusion Exclusion Types of articles Empirical study (quantitative, qualitative, and mixed method ). Articles that are not included as empirical studies such as literature review, meta-analysis. Year of publication Research published between 2012–2021 Research published outside the period of the year of publication Language Published in English and Indonesian Not English and Indonesian Topic focus Criteria for nomadic students in adapting to college life, as well as adjustments to learning in higher education in normal situations, wandering in the context of not living with parents. It does not include adapting to boarding life, in organizations, excluding those who live with family, and does not include adjustments in online learning situations, due to pandemics, covid, conflicts, wars or religions. Focus setting Nomadic students at the S1 level (first level, first year to second year, college semester range 1–4, with an age range of 18–25 years, namely during the emergence adulthood period). Not a graduate student, a final year student in working on a thesis. Stage 3: Literature search strategy The following literature search strategy is to determine the databases used, namely PsycINfo (via EBSCOhost), Psychology and Behavioral Sciences Collection (via EBSCOhost), Publicly Available Content Database (via ProQuest), and Scopus for English journals and Google Scholar databases, Garuda Portal, and Microsoft Academic for Indonesian journals. The formulation of keywords uses the Boolean operator by previously determining synonyms or substituting terms for the main keyword. The title and abstract (or both) are used to begin the search. The description of the keyword formulations used in each database can be seen in Table 2 . Table 2 Keyword Formulation on Each Database Database Keywords Result Limiters Total PsycINfo (via Ebscohost) university or post-secondary or postsecondary or institute* or associate* or college or higher education or tertiary education or academic* AND student or undergrad* or pupil or learner or educate. AND adjust* or adapt* AND foreign or global or international or oversea or abroad 184.695 33.844 71.944 16.573 Peer Reviewed; Date Published: 2012–2021 351 Psychology and Behavioral Sciences Collection (via Ebscohost) university or post-secondary or postsecondary or institute* or associate* or college or higher education or tertiary education AND student or undergrad* or pupil or learner or educate. AND adjust* or adapt* AND foreign or global or international or oversea or abroad 119.229 37.394 82.056 53.854 Peer Reviewed; Date Published: 2012–2021 703 Publicly Available Content Database (via Proquest) university or post-secondary or postsecondary or institute* or associate* or college or higher education or tertiary education or academic* AND student or undergrad* or pupil or learner or educate. AND adjust* or adapt* AND foreign or global or international or oversea or abroad 678.454 83.356 560.348 214.864 Peer Reviewed; Date Published: 2012–2021 893 Scopus university or post-secondary or postsecondary or institute* or associate* or college or higher education or tertiary education or academic* AND student or undergrad* or pupil or learner or educate. AND adjust* or adapt* AND foreign or global or international or oversea or abroad 92.469 738.098 4.679.813 1.818.613 Peer Reviewed; Date Published: 2012–2021 1.658 Google Scholar Adjustment of nomadic students 2012–2021 83 Portal Garuda Adjustment of nomadic students 2012–2021 49 Microsoft Academic Adjustment of nomadic students 2012–2021 38 TOTAL ARTICLES 3.775 Step 4: Perform the article identification process. The article identification process begins with removing articles that indicate duplication and making an initial selection that refers to inclusion and exclusion criteria through titles and abstracts. The last stage is to read the complete article. The total number of articles that match the search keyword is 3775, which are then entered into the software through the rayyan.qcri.org website. The first selection was to find duplicate articles, namely 302 articles, and 3273 articles did not meet the inclusion criteria through titles and abstracts. The following selection is to read the full article on 200 articles. Then, 157 articles must meet the inclusion criteria, such as false outcomes, false populations, the wrong publication type, and false study design. Finally, 43 articles met the inclusion criteria. Refrain from meeting the inclusion criteria such as false outcome, population, publication type, and study design. Finally, 43 articles met the inclusion criteria. Stage 5: Perform extraction and critical appraisal. The extraction process is done by thoroughly reading the complete article and classifying important information in the table in Microsoft Excel. The critical information collected is related to author information, publication year, literature title, subject characteristics, wandering location, variables involved, theoretical framework, instruments, methods and analysis, and related findings. Furthermore, researchers use guidance from JBI (the Joanna Briggs Institute) to explain the quality of the analyzed articles. Stage 6: Synthesize findings. The data obtained from this study will be analyzed following qualitative research rules. The qualitative analysis chosen is content analysis, which follows the stages of (Bengtsson 2016 ), namely decontextualization (identifying units of meaning by creating a list of codes, repeating, and starting from a new page), recontextualization (including "content" and excluding "dross" distance), categorization (identifying homogeneous groups), and compilation (drawing realistic conclusions by doing member checks/colleagues). 3. Results and Discussions 3.1. Study Characteristics Figure 2 shows the number of peer-reviewed publications related to the psychosocial adjustment of nomadic students in higher education. The tres line represents the moving average of the number of publications. The summary table of the 43 articles included in this study can be seen in the appendix (Table 3). Studies in Indonesia, namely from 23 articles, show that there are six studies (26.09%) involving respondents from Eastern Indonesia, especially Papua, and NTT (Wijanarko & Syafiq 2013; Barimbing & Kahija 2015 ; Mamesah & Kusumiati 2019 ; Dhei et al 2020 ; Nurdiana et al 2020 ; Theodorus 2021 ), while five articles (21.74%) come from Sumatra, namely Bangka, Batak, Lampung, and Aceh (Saputri et al 2012 ; Rufaida & Kustanti 2017 ; Nadlyfah & Kustanti 2018; Lastary & Rahayu 2018 ; Hutabarat & Nurchayati 2021 ), and there are 12 articles (52.17%) from all regions of Indonesia without specification of the characteristics of the origin of the nomadic student area (Saniskoro & Akmal 2017 ; Vidyanindita et al 2017 ; Gunandar & utami 2017 ; Widihapsari & Susilawati 2018 ; Subroto et al 2018 ; Handayani & Yuca 2018 ; Hadawiah 2019 ; Istanto & Engry 2019 ; Basri & Ridha 2020 ; Sudarji & Juniarti 2020 ; Dara, et al 2020 ; Anggreani & Ramadhani 2021 ). The locations of respondents in 23 research articles in Indonesia are Bandung, Surabaya (4), Semarang (3), Jakarta (4), Yogyakarta (4), Bali, Padang, Makassar (2), Lampung, Malang, and Samarinda. While the 20 articles on western countries have very diverse characteristics of respondents' country origins, the most study destination countries are America (US) 8 articles, Australia 4 articles, Malaysia 2 articles, Korea 2 articles, Hong Kong, Thailand, England, and Russia 1 article each. 3.2. Factors of psychosocial adjustment of nomadic students to college Problems in nomadic students arise from culture shock and poor support mechanisms, so psychological problems arise, such as longing, isolation, anxiety, etc. (Kambouropoulos 2014 ; Latipova et al 2017 ). Living abroad or in a new place usually involves adapting to new cultures and social norms, foreign languages, weather and climate changes, different foods and eating habits, and other unfamiliar cultures and habits. Nomadic students face academic, social, isolation, and everyday cultural adjustment challenges. The difficulty reflects not only the language and cultural barriers that make integration difficult but also the fact that nomadic students can experience rejection from host cultures (Cruwys et al 2021 ; Wijanarko & Syafiq 2013). Hsiao-ping et al ( 2015 ) add that the results of stopovers or brief visits in new cultures are often understood psychologically as "adjustments," which occur in two aspects, namely psychological and sociocultural adjustments. Psychological adjustment is defined as having to do with mental health and overall well-being. In contrast, sociocultural adjustment is defined as having to do with behavioral and cognitive factors related to effective performance during cross-cultural transitions. This acculturation process can generate both positive and negative impacts on self-development and determine how adjustments are made. Acculturation includes the cognitive change and cross-cultural adaptation that individuals experience when they come into direct contact with other cultural aspects. Nomadic students can feel confused, anxious, isolated, or depressed when faced with the realities of life and the need to conform to a foreign culture. This experience reflects the difficulties of psychological adaptation in the acculturation process. The findings of the scoping review show that the predictors of psychosocial adjustment are very diverse in certain study areas, where the most significant factor that is most found in the presence of culture shock and the characteristics of the nomadic student's regional origin. There are three main themes related to the predictors of psychosocial adjustment of nomadic students in universities in Indonesia, namely psychological (personal) factors, academic factors, and socio-cultural and life factors. The psychological factor involved is personality (Vidyanindita et al 2017 ; Subroto & Satiadarma 2018; Sudarji & Juniarti 2020 ), self-concept (Saputri et al 2012 ; Vidyanindita et al 2017 ), emotional intelligence (Widihapsari & Susilawati 2018 ), independence (Anggreani & Ramadhani 2021 ), loneliness/feelings of isolation (Saputri et al 2012 ), homesickness (Istanto & Engry 2019 ), idealism (Theodorus 2021 ), grit (Sudarji & Juniarti 2020 ), self-disclosure (Nadlyfah & Kustanti 2018), and adversity quotient (Dara et al 2020 ). The academic factors involved are academic stress (Saniskoro & Akmal 2017 ), motivation to learn and excel (Basri & Ridha 2020 ), academic self-efficacy (Lastary & Rahayu 2018 ; Mamesah & Kusumiati 2019 ), and procrastination (Lastary & Rahayu 2018 ). The socio-cultural and life factors involved are social support (parents and peers) (Gunandar & Utami 2017 ; Rufaida & Kustanti 2017 ; Widihapsari & Susilawati 2018 ; Lastary & Rahayu 2018 ; Istanto & Engry 2019 ), socialemotional adjustment (Subroto & Satiadarma 2018), culture shock (Handayani & Yuca 2018 ; Dhei, et al 2020 ; Basri & Ridha 2020 ; Nurdiana et al 2020 ), communication skills (Barimbing & Kahija 2015 ; Nurdiana, et al 2020 ), parental attachment (Anggreani & Ramadhani, 2021 ), coping strategies (Barimbing & Kahija 2015 ; Nurdiana et al 2020 ), difficulties in fostering social relationships (Barimbing & Kahija 2015 ), previous wandering experiences (Hutabarat & Nurchayati 2021 ), stereotypes of physical differences (Wijanarko & Syafiq 2013; Theodorus 2021 ), language and cultural differences (Wijanarko & Syafiq 2013; Vidyanindita et al 2017 ; Hadawiah 2019 ; Theodorus 2021 ; Hutabarat & Nurchayati 2021 ), and the breadth of social networks (Barimbing & Kahija 2015 ; Theodorus 2021 ; Hutabarat & Nurchayati 2021 ). It can be seen in Table 4 below. Table 4 Predictors Of Psychosocial Adjustment Of Students In College Psychological (personal) factors Personality, self-concept, emotional intelligence, independence, loneliness/feelings of isolation, homesickness , idealism, grit, self-disclosure, and adversity quotient Academic factors Academic stress, learning/achieving motivation, self-efficacy academic, procrastination Socio-cultural and life factors Social support (parents and peers), culture shock , social-emotional adjustment, communication skills, parental attachment, coping strategies, social relationships, previous wandering experiences, stereotypes (physical differences), and social networks Predictors of psychosocial adjustment of nomadic students in western countries are more widely revealed than in Indonesia. Proficiency in language to communicate, relationships between groups free from perceived discrimination, and social support are important ways of coping as resources for psychological and sociocultural adaptation (Basow & Gaugler 2017 ; Taylor & Ali 2017; Yu et al 2019 ). There are 2 themes with 3 sub-themes each, namely facilitators supporting adjustments and adjustment barriers to psychological (personal), academic and life factors. In the theme of facilitators supporting adjustments consisting of psychological / personal factors (Yakunina, et al 2012 ; Longo & Kim-Spoon 2013 ; Yakunina et al 2013 ; Yusoff 2012 ; Basow & Gaugler 2017 ; Gierke et al 2018 ; Deni et al 2021 ), academic (Yakunina et al 2013 ; Yu et al 2019 ; Deni et al 2021 ; Heng 2021 ; Koo et al 2021 ) and sociocultural and life (Basow & Gaugler 2017 ; Yu et al 2019 ; Lee et al 2020 ; Cruwys et al 2021 ; Pekerti et al 2020 ; Deni et al 2021 ; Heng 2021 ). On the theme of adjustment barriers consisting of psychological/personal factors (Longo & Kim-Spoon 2012; Kambouropoulos 2014 ; Hsiao-ping et al 2015 ), academic (Kambouropoulos 2014 ; Hsiao-ping 2015; Taylor & Ali 2017; Rhein 2018 ; Ng et al 2018 ) and sociocultural and life (Yusoff 2012 ; Kambouropoulos 2014 ; Hsiao-ping et al 2015 ; Taylor & Ali 2017; Latipova et al 2017 ; Rhein 2018 ; Ng et al 2018 ; Suh et al 2019 ). The explanation can be seen in Table 5 below. Table 5 Predictors of International Student Adjustment Customization support facilitator Psychological (personal) factors Respect, collaboration, tolerance, openness/open-mindedness, curiosity, empathy, intrapersonal skills, interpersonal skills , religiosity, life satisfaction, personal growth initiative, well-being, emotional stability , self-efficacy, flexibility. Academic factors Motivation, academic performance, interaction with lecturers, counseling services, hardiness , language skills. Sociocultural and life factors Communication is effective, without discrimination, intercultural awareness, culture self-identity , social support (parents, friends), new friendships, groups with look at students, active in campus activities, social initiatives , technology (established communication with family / friends from the country of origin). Adjustment barriers Psychological (personal) factors Anxiety, depression/mental distress, stereotypes, discrimination (racial prejudice), lack of support, anger, loneliness, homesickness. Academic factors Difficulty expressing ideas verbally and in writing, pressure to perform, poor results/grades, language problems, time management , and differences in study methods and campus rules. Sociocultural and life factors Financial difficulties, parental pressure, lack of friends , isolation, lack of stability, adequate accommodation, behaving appropriately, adjusting to different culture, difficulties taking part in leisure activities . 3.3 Comparison of factors and theoretical basis In addition to the differences related to the predictors of adjustment above between studies in western countries and in Indonesia, that in adjustment studies nomadic students in western countries revealed more psychological concepts than findings in nomadic students in Indonesia, and more described factors that are obstacles and can be facilitators pen Support customization. Another finding in studies from western countries related to nomadic students is the existence of a process that occurs schematically or adjustment phase that occurs in nomadic students (Latipova et al 2017 ; Taylor & Ali 2017; Ng et al 2018 ; Deni et al 2021 ), so that it can be seen the changes that have occurred in nomadic students in their adjustments starting from their arrival at the study location where they wandered. This finding is different from the results of research by nomadic students in Indonesia which mostly revealed psychological variables that have a relationship with student adjustment in higher education and the elaboration of adjustment themes that reveal more factors that are the cause of the difficulty of nomadic students in adjusting in higher education (Wijanarko & Syafiq 2013; Barimbing & Kahija 2015 ; Nurdiana et al 2020 ; Theodorus 2021 ; Hutabarat & Nurchayati 2021 ). The theoretical basis used in studies in Indonesia related to the adjustment of nomadic students is social interaction (Saputri et al 2012 ), acculturative stress (Wijanarko & Syafiq 2013; Handayani & Yuca 2018 ; Hadawiah 2019 ; Theodorus 2021 ), culture shock (Barimbing & Kahija 2015 ; Rufaida & Kustanti 2017 ; Nadlyfah & Kustanti 2018; Handayani & Yuca 2018 ; Hadawiah 2019 ; Dhei et al 2020 ; Basri & Ridha 2020 ; Nurdiana et al 2020 ; Theodorus 2021 ; Hutabarat & Nurchayati 2021 ), cultural adaptation (Hadawiah 2019 ; Basri & Ridha 2020 ), and Ecological Theory (Sudarji & Juniarti 2020 ), while in research in western countries are stress theory and acculturative processes (Yakunina et al 2013 ; Yu et al 2019 ; Lee et al 2020 ; Koo et al 2021 ), psychological and sociocultural adjustment (Yusoff 2012 ; Basow & Gaugler 2017 ; Latipova et al 2017 ; Rhein 2018 ; Deni et al 2021 ; Koo et al 2021 ), transactional models of stress and coping (Hsiao-ping et al 2015 ; Pekerti et al 2020 ), Ecological Theory (Taylor & Ali 2017), culture shock (Latipova et al 2017 ), social identity models identity change (Ng et al 2018 ; Cruwys et al 2021 ), ethnic identity (Lee et al 2020 ), and intercultural competence (Gierke et al 2018 ). Based on this, there are similarities between studies in Indonesia and in western countries, namely mostly using a cultural perspective in studying the adjustment of nomadic students in universities, while the difference is that research in western countries reveals more about the process of change that occurs during the adjustment of nomadic students in higher education by referring to the model of identity change, the process of acculturation and also related to the stress model and coping. For more details, see Table 6 below. Table 6 Comparison of theoretical basis Comparison of theoretical basis Study location Theoretical basis Indonesian Social interaction, acculturative stress, culture shock , cultural adaptation, and Ecological Theory Western countries Stress and acculturative processes, psychological and sociocultural adjustments, transactional models of stress and coping, Ecological Theory, culture shock , social identity models, ethnic identity, and intercultural competence. 3.4 Research methods used. The 43 studies involved in this scoping review are empirical studies, namely quantitative, qualitative, and mixed methods. In studies in Indonesia, the research method used consisted of 6 qualitative research and 17 quantitative studies. Meanwhile, in studies in western countries, the research method used consists of 6 qualitative studies, 3 mixed method research and 11 quantitative studies. As for the difference in the use of analysis in quantitative research methods, studies in western countries involve more variables so that they use more path analysis, while for studies in Indonesia most involve a relationship between two variables only, and some involve three variables, so the analysis used is mostly simple regression or correlation test. Thus, the predictors of adjustment are revealed more in studies in western countries. Meanwhile, qualitative, and mixed method research in western countries explains more about the processes that occur during the adjustment period for nomadic students, while studies in Indonesia focus more on what themes hinder adjustment in nomadic students. 3.5 Gaps and Subsequent Research Implications The findings of this scoping review provide insights into existing gaps and future research directions, which can be analyzed from three perspectives: ontology, epistemology, and axiology. These perspectives highlight the need to refine theoretical frameworks, methodological approaches, and practical applications to support the psychosocial adjustment of nomadic students in higher education. 1. Ontology Ontology concerns the nature of reality and the theoretical foundation of a research domain. Abdulhalk (2008) argues that ontology seeks to uncover the essence of a phenomenon beyond its specific manifestations. This review reveals that studies on the psychosocial adjustment of nomadic students employ a wide range of theoretical frameworks, both in Western contexts and Indonesia. The variation in theoretical approaches suggests that researchers interpret the complexity of adjustment differently based on regional and cultural contexts. A key limitation identified in this review is the inconsistency in theoretical models used to study adjustment among nomadic students. While Western studies often employ well-established psychological adjustment models, research in Indonesia lacks a unified theoretical foundation. Therefore, future research should explore whether existing Western models can be directly applied to nomadic students in Indonesia or whether a hybrid or modified theoretical framework is more suitable. Addressing this gap is crucial for developing a theoretical model that accurately reflects the experiences and characteristics of nomadic students in Indonesia. 2. Epistemology Epistemology focuses on how knowledge is acquired and validated (Creswell & Creswell, 2018 ). This review identifies three primary research methods used in studying nomadic student adjustment: quantitative, qualitative, and mixed-method approaches. Quantitative studies tend to focus on identifying predictors of adjustment, while qualitative research provides a deeper understanding of the processes and experiences involved in adjustment. A limitation of existing research in Indonesia is the predominant use of quantitative methods that examine only a few variables at a time. As a result, studies may fail to capture the complex, dynamic nature of adjustment. In contrast, qualitative and mixed-method studies in Western contexts offer richer insights into the adjustment process over time. To bridge this gap, future research in Indonesia should consider employing qualitative or mixed-method approaches that not only identify adjustment factors but also explore the lived experiences of nomadic students. This would provide more nuanced recommendations for improving their readiness to transition into higher education. 3. Axiology Axiology examines the purpose and value of research, including its theoretical and practical implications. This scoping review highlights the need for research that not only advances theoretical knowledge but also contributes to practical applications that support nomadic students in their adjustment process. One limitation identified is the lack of research on intervention strategies tailored to the needs of nomadic students in Indonesia. While Western studies often integrate psychological support programs, mentoring, and peer networks as part of the adjustment framework, research in Indonesia has not extensively explored these aspects. Future studies should focus on developing and evaluating intervention programs, such as mentoring initiatives, coping skills training, and strategies to enhance social participation. Additionally, experimental or longitudinal studies could assess the effectiveness of these interventions in facilitating successful adjustment. 4. Conclusions This scoping review examined the predictors of psychosocial adjustment among nomadic students in higher education, highlighting key findings that contribute to the understanding of this phenomenon. The factors influencing psychosocial adjustment among nomadic students in both Western countries and Indonesia can be categorized into psychological (personal), academic, sociocultural, and life factors. A comparison of studies shows that research in Western countries places greater emphasis on psychological concepts and adjustment phases, whereas studies in Indonesia focus more on the themes that hinder adjustment. Methodologically, quantitative research in Western studies tends to involve a broader range of variables and employs more complex statistical analyses such as path analysis. In contrast, studies in Indonesia typically examine relationships between fewer variables. Furthermore, qualitative and mixed-method research in Western contexts explores the adjustment process in depth, whereas Indonesian studies primarily identify barriers to adjustment. Declarations Author Contribution N.P. conducted the entire research process, including data collection, analysis, and primary manuscript writing. D.R.S. and W.H. served as supervisors, providing academic guidance and reviewing the manuscript. All authors reviewed and approved the final version of the manuscript before submission. Data Availability All data generated or analyzed during this study are included in this published article. References Abdulhak, I. (2008). Philosophy of educational science. Bandung: Juvenile Rosdakarya. Anggreani, R. & Ramadhani, A. (2021). Parental attachment and independence to the self-adjustment of nomadic students of Mulawarman University. Psychoborneo, 9(2), 310-322. Baker, R. W. (2002). Research with the Student Adaptation to College Questionnaire (SACQ). 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International Journal of Intercultural Relations, 75, 56–81. Rhein, D. (2018). Sociocultural adjustment and coping strategies of Korean and Japanese students in a Thai international college. International Journal of Asia-Pacific Studies, 14(1), 57–78. Rufaida, H., & Kustanti, E.R. (2017). The relationship between peer social support and adjustment denvy to overseas students from Sumatra at University Diponegoro. Empathy, 7(3), 217-222. Saniskoro, B. S. R., & Akmal, S. Z. (2017). The Role of Self-Adjustment in Higher Education to Academic Stress in Nomadic Students in Jakarta. Journal of Customary Psychology, 4(1), 95–106. Santrock, J. W. (2019). Life-Span Development. United States: McGraw-Hill. Saputri, N. S., Rahman, A. A., & Kurniadewi, E. (2012). The relationship between loneliness and the self-concept of nomadic students from Bangka who live in Bandung. Psympathic, 5(2), 645-654. Stoklosa, A. M. (2015). College Student Adjustment: Examination of Personal and Environmental Characteristics. ProQuest Dissertations and Theses. Subroto, U., Wati, L., & Satiadarma, M.P. (2018). Hubungan personality type with self-adjustment of nomadic students at Tarumanagara Jakarta University. Provitae, 11(2), 81-100. Sudarji, S., & Juniarti, F. (2020). The difference between grit in nomadic and non-nomadic students at "X" university. Psyche, 2(1), 1-11. Suh, H. N., Flores, L. Y., & Wang, K. T. (2019). Perceived discrimination, ethnic identity, and mental distress among Asian international students in Korea. Journal of Cross-Cultural Psychology, 50(8), 991–1007. https://doi.org/10.1177/0022022119874433 Theodorus, E. (2021). Themes of Experiences of Intercultural Encounters of Overseas Students as Material for Designing Psychoeducational Cultural Skills. Gadjah Mada Journal of Psychology (GamaJoP), 7(2), 162-174. Vidyanindita, A. N., Agustin, R. W., Setyanto, A. T. (2017). The difference in self-adjustment in higher education is seen from the self-concept and personality type between local students and nomads at the Faculty of Medicine, Sebelas Maret University. Discourse, 9(2), 39-52. Widihapsari, I.A.G.K., & Susilawati, L.K.P.A. (2018). Peran emotional intelligence and social support towards penyesuaian self freshmen of UdayanUniversity a who come from outside the island of Bali. Udayana Journal of Psychology, 5(1), 48-62. Wijanarko, E., & Syafiq, M. (2017). Phenomenological Study of Papuan Student Self-Adjustment Experience in Surabaya. Journal of Theoretical and Applied Psychology, 3(2), 79-93. Yakunina, E. S., Weigold, I. K., Weigold, A., Hercegovac, S., & Elsayed, N. (2012). The multicultural personality: Does it predict international students' openness to diversity and adjustment? International Journal of Intercultural Relations, 36(4), 533–540. https://doi.org/10.1016/j.ijintrel.2011.12.008 Yakunina, E. S., Weigold, I. K., Weigold, A., Hercegovac, S., & Elsayed, N. (2013). International students' personal and multicultural strengths: Reducing acculturative stress and promoting adjustment. Journal of Counseling & Development, 91(2), 216–223. https://doi.org/10.1002/j.1556-6676.2013.00088.x Yu, B., Bodycott, P., & Mak, A. S. (2019). Language and Interpersonal Resource Predictors of Psychological and Sociocultural Adaptation: International Students in Hong Kong. Journal of Studies in International Education, 23(5), 572–588. Yusoff, Y. M. (2012). Self-Efficacy, Perceived Social Support, and Psychological Adjustment in International Undergraduate Students in a Public Higher Education Institution in Malaysia. Journal of Studies in International Education, 16(4), 353–371. Appendix - Table 3 The appendix file containing Table 3 is not available with this version. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6217341","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Systematic Review","associatedPublications":[],"authors":[{"id":442997624,"identity":"f9504f47-a82c-476c-9a8a-635a618d09f8","order_by":0,"name":"Nirwana Permatasari","email":"data:image/png;base64,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","orcid":"","institution":"","correspondingAuthor":true,"prefix":"","firstName":"Nirwana","middleName":"","lastName":"Permatasari","suffix":""}],"badges":[],"createdAt":"2025-03-13 07:23:07","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6217341/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6217341/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1186/s40359-025-03503-4","type":"published","date":"2025-11-04T15:57:23+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":80691472,"identity":"d2d63db0-3ace-451c-bb85-948c03162c48","added_by":"auto","created_at":"2025-04-16 05:36:39","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":43552,"visible":true,"origin":"","legend":"\u003cp\u003eScoping Review Process\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-6217341/v1/b993b61906ef09fe87e7aadc.png"},{"id":80691166,"identity":"425ac0be-51be-4b71-9ad0-a2a19172e7bb","added_by":"auto","created_at":"2025-04-16 05:28:39","extension":"jpeg","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":202658,"visible":true,"origin":"","legend":"\u003cp\u003eThe development of the number of publications 2012-2021\u003c/p\u003e","description":"","filename":"floatimage2.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-6217341/v1/06fce800d97fd0ade2da8326.jpeg"},{"id":95564127,"identity":"8d20bc04-4233-4e51-831b-cf63b88bae84","added_by":"auto","created_at":"2025-11-10 16:08:09","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1016571,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6217341/v1/c1ca2a09-94d0-4648-bc7a-2aa2620a67ba.pdf"}],"financialInterests":"","formattedTitle":"Predictors of Psychosocial Adjustment among Nomadic Students in Higher Education: A Scoping Review","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eOne of the periods of self-adjustment occurs in the early days of lectures, and new students experience transitions in various areas of life, where they are prone to experiencing high levels of stress, which is related to mental health, so they need to adjust. Some of the adjustments made by first-year students are adjustments to academics, social life, and emotions. New students are learning to develop greater responsibility and independence, especially wandering students. The complexity of the problems of nomadic students related to psychological and mental health shows the dynamics of cross-cultural experiences. The phenomenon of culture shock takes the form of psychological pressure often experienced when entering a new social context. Culture shock is the stress an individual experiences when facing psychological conflicts during adjustment to a new environment. The discomfort that occurs is caused by excessive awareness of one's values, beliefs, or attitudes toward unknown sociocultural habits during transitional experiences (Pacheco \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Nomadic students often face significant difficulties transitioning to the culture of the place of study, especially in the first year of visitation. These difficulties are often referred to as \"culture shock,\" the initial adjustment process to a new environment, which can have an emotional, psychological, behavioral, cognitive, and physiological impact on the adjustment process (Goldstein \u0026amp; Keller \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). In addition to directly experiencing discrimination, the lives of ethnic minorities are also affected by the fear of experiencing discrimination and the challenges of accessing mental and physical health services. The existence of prejudice and discrimination, defined as degrading judgments/foolish attitudes and unfair treatment, respectively. One of the reasons for the danger is that unfair treatment can create a mental dilemma for recipients of discrimination resulting in feelings of frustration and helplessness (Suh, Flores, \u0026amp; Wang \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eBerk (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) stated that the difficulties faced by nomadic students are closely related to personal and institutional factors which ultimately have an impact on the ease with which they experience dropouts. Various factors are the cause such as lack of motivation, poor learning ability, financial stress, and emotional dependence on parents, thus fostering a negative attitude towards the campus environment. Berk added that when students do not have attachment to the college where they are studying due to their ethnicity or religion factors that fall into the minority category, then their motivation to continue studying will decrease until they experience dropout. Based on data from higher education statistics (PDDikti \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) shows that there are 478,826 out of 4,374,994 students or 11% of students who experience dropouts referring to the dropout, dropout, and resignation categories. From this data, South Sulawesi is one of the largest cities after Jakarta, East Java, Medan, West Java, and Central Java which has the highest dropout rate of 23,132 students, where the largest data refers to the Eastern Indonesia region including Papua, Maluku, Flores, etc., namely there are 16,927 students who have dropped out of college. From this data, it shows that students from Eastern Indonesia experience obstacles to adjusting to the learning process in higher education.\u003c/p\u003e \u003cp\u003eSeveral studies have shown that nomadic students tend to be in groups of fellow students from the same area because they view their presence as temporary and do not want to involve themselves more (Wijanarko \u0026amp; Syafiq \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Mamesah \u0026amp; Kusumiati \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Theodorus \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Lin and Yi (Saniskoro \u0026amp; Akmal 2020) mentioned that the unique problems experienced by nomadic students are psychosocial problems, among which are unfamiliarity with new social styles and norms, changes in the support system, and intrapersonal and interpersonal problems caused by the process of self-adjustment. Likewise, students from Eastern Indonesia face several obstacles in adjusting when entering the tertiary level (Barimbing \u0026amp; Kahija, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Wijanarko \u0026amp; Syafiq \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Mamesah \u0026amp; Kusumiati \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Dhei et al \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Theodorus \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Wijanarko and Syafiq (\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), in their research, found that Papuan students experience various obstacles in adjusting when they are in college. The causes of these obstacles are related to language and cultural differences, feelings of inferiority, and high sensitivity, which also impact his ability to establish relationships. The main obstacle in adjusting to the campus environment is the tendency of students from Papua to make friends only with fellow students from Papua and tend to avoid relationships with students and the local community. Differences in language, values, and habits are the main obstacles beyond geographical climate issues. In addition to language differences, they face academic problems (including differences in language and learning systems), social problems (not being able to interact with the surrounding environment), and personal problems (feeling alone and homesick). Their success in making social adjustments is determined by their choices when obstacles and constraints arise in social relations with students or the local community they study (Dara et al \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Many changes are certainly faced in aspects of life as nomads, such as changes in roles, social environments, and behavior. Thus, in this case, self-adjustment is essential to overcome the condition.\u003c/p\u003e \u003cp\u003eBased on the description above, various specific problems that arise from each main category faced by many nomadic students in adjusting to university; a strategy is needed in undergoing an adjustment process, especially as a basis and foundation for adjusting to completing their education and returning to their hometown/region with the success of holding a bachelor's degree. The ability to adjust in the first year of college was termed by Baker and Siryk (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e1986\u003c/span\u003e) as \"college adjustment,\" a process of adjusting students to college, which refers to the ability of students to interact with their environment in the first year of study. Mattanah (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) suggests that adjustment involves directing oneself to a satisfactory state in a new situation. College adjustment is defined as the ability of students to adjust well in higher education, which not only adjusts the campus environment but also must actively strive to make their experience in college that has an impact on their health and well-being mentally, physically, and psychosocially.\u003c/p\u003e \u003cp\u003eBased on the description above, everyone will face many problems in adjusting to various situations, including in the university environment, so when facing these problems, they will try to overcome them. Adjusting to the tertiary level indicates the need for students to involve themselves in life and academic situations, where the first year of study is the foundation for facing demands and obstacles throughout the lecture process later. In the previous literature, many have revealed what psychological concepts can support and hinder the adjustment of lectures of nomadic students. Thus, it is necessary to understand comprehensively related to the predictors of psychosocial adjustment of nomadic students to universities in western countries and the comparison of these factors in Indonesia; what theoretical bases are used in studying the adjustment of percussion in nomadic students related to the research methods used, as well as gaps from previous studies on adjusting the lectures of nomadic students for further research reference.\u003c/p\u003e"},{"header":"2. Materials and Methods","content":"\u003cp\u003eThe research method used is scoping literature review (SLR), which is one of the designs of the systematic method of review. Higgins \u0026amp; Green (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2008\u003c/span\u003e) suggest that systematic reviews provide an up-to-date summary of complete and up-to-date knowledge and research related to interventions, diagnostic tests, health factors, and other themes, where there are systematic search procedures to minimize the occurrence of bias. Munn et al (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) add that the use of scoping reviews is aimed at identifying the types of evidence available in a field, clarifying key concepts or definitions in the literature, testing how research is conducted on a particular topic or field, identifying key characteristics of factors related to a particular concept and as a precursor to a systematic review as well as analyze the existence of knowledge gaps and previous research. The scoping literature review evaluates the potential scope of research literature related to predictors of psychosocial adjustment of nomadic students in higher education, the theoretical foundation used in studying lecture adjustments in nomadic students, and the identification of gaps for future research. The procedures used as a stage of systematic literature study are to compile review questions, compile inclusion and exclusion criteria, carry out literature search strategies, carry out article identification processes, perform extraction and critical appraisal, and synthesize findings. Here is an explanation of each stage:\u003c/p\u003e \u003cp\u003e \u003cem\u003eStage 1: Review questions\u003c/em\u003e \u003c/p\u003e \u003cp\u003eThis scoping review aims to find predictors of the psychosocial adjustment of nomadic students to college. The formulation of the review question used refers to the SPIDER tool, which stands for samples related to population characteristics/problems that are the focus of the review, phenomenon of interest related to phenomena that are the focus of reviews, such as behavior, experience, or intervention, design related to the design used whether it affects the strength and analysis and research findings, evaluation related to the evaluation of the output, which includes subjective outputs such as views, attitudes, etc., as well as research types related to the type of research whether quantitative, qualitative or mixed method (Munn et al \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Based on this, the formulation of review questions used as a guide to be finding literature is a sample, namely nomadic students, the phenomenon of interest, namely psychosocial adjustment in lectures (college adjustment); design, namely questionnaires, interviews, FGDs, case studies, evaluations, namely adjustment experiences, and research types, namely quantitative, qualitative, and mixed method (empirical study), focusing on the questions:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat factors have been revealed to be related to the psychosocial adjustment of nomadic students to universities in western countries and Indonesia?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eHow do we compare the factors and theoretical basis in assessing the adjustment of nomadic students in western countries and Indonesia?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat research methods are used to assess the adjustment of nomadic students in western countries and Indonesia?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eWhat are the gaps from previous studies on the adjustment of nomadic student lectures and the implications for future research?\u003c/p\u003e \u003cp\u003e \u003cem\u003eStage 2: Develop inclusion and exclusion criteria.\u003c/em\u003e \u003c/p\u003e \u003cp\u003eThe second stage is to identify the relevant literature concerning the inclusion and exclusion criteria to guide the identification of articles with a transparent and accountable process and provide information on the scope and limitations of the review. The inclusion and exclusion criteria refer to five main points, namely criteria related to article type, year of publication, language, topic, and setting, which can be seen in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e below:\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eInclusion And Exclusion Criteria\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCriterion\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInclusion\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eExclusion\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTypes of articles\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eEmpirical study\u003c/em\u003e (quantitative, qualitative, and \u003cem\u003emixed method\u003c/em\u003e).\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eArticles that are not included as \u003cem\u003eempirical studies\u003c/em\u003e such as literature review, meta-analysis.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYear of publication\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eResearch published between 2012\u0026ndash;2021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eResearch published outside the period of the year of publication\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLanguage\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePublished in English and Indonesian\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNot English and Indonesian\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTopic focus\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCriteria for nomadic students in adapting to college life, as well as adjustments to learning in higher \u003cem\u003eeducation\u003c/em\u003e in normal situations, wandering in the context of not living with parents.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIt does not include adapting to boarding life, in organizations, excluding those who live with family, and does not include adjustments in online learning situations, due to pandemics, covid, conflicts, wars or religions.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFocus setting\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNomadic students at the S1 level (first level, first year to second year, college semester range 1\u0026ndash;4, with an age range of 18\u0026ndash;25 years, namely during the \u003cem\u003eemergence adulthood\u003c/em\u003e period).\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNot a graduate student, a final year student in working on a thesis.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eStage 3: Literature search strategy\u003c/em\u003e \u003c/p\u003e \u003cp\u003eThe following literature search strategy is to determine the databases used, namely PsycINfo (via EBSCOhost), Psychology and Behavioral Sciences Collection (via EBSCOhost), Publicly Available Content Database (via ProQuest), and Scopus for English journals and Google Scholar databases, Garuda Portal, and Microsoft Academic for Indonesian journals. The formulation of keywords uses the Boolean operator by previously determining synonyms or substituting terms for the main keyword. The title and abstract (or both) are used to begin the search. The description of the keyword formulations used in each database can be seen in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eKeyword Formulation on Each Database\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDatabase\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eKeywords\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eResult\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLimiters\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003ePsycINfo (via Ebscohost)\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003euniversity or post-secondary or postsecondary or institute* or associate* or college or higher education or tertiary education or academic*\u003c/p\u003e \u003cp\u003eAND\u003c/p\u003e \u003cp\u003estudent or undergrad* or pupil or learner or educate.\u003c/p\u003e \u003cp\u003eAND\u003c/p\u003e \u003cp\u003eadjust* or adapt*\u003c/p\u003e \u003cp\u003eAND\u003c/p\u003e \u003cp\u003eforeign or global or international or oversea or abroad\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e184.695\u003c/p\u003e \u003cp\u003e33.844\u003c/p\u003e \u003cp\u003e71.944\u003c/p\u003e \u003cp\u003e16.573\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePeer Reviewed; Date Published: 2012\u0026ndash;2021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e351\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003ePsychology and Behavioral Sciences Collection (via Ebscohost)\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003euniversity or post-secondary or postsecondary or institute* or associate* or college or higher education or tertiary education\u003c/p\u003e \u003cp\u003eAND\u003c/p\u003e \u003cp\u003estudent or undergrad* or pupil or learner or educate.\u003c/p\u003e \u003cp\u003eAND\u003c/p\u003e \u003cp\u003eadjust* or adapt*\u003c/p\u003e \u003cp\u003eAND\u003c/p\u003e \u003cp\u003eforeign or global or international or oversea or abroad\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e119.229\u003c/p\u003e \u003cp\u003e37.394\u003c/p\u003e \u003cp\u003e82.056\u003c/p\u003e \u003cp\u003e53.854\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePeer Reviewed; Date Published: 2012\u0026ndash;2021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e703\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003ePublicly Available Content Database (via Proquest)\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003euniversity or post-secondary or postsecondary or institute* or associate* or college or higher education or tertiary education or academic*\u003c/p\u003e \u003cp\u003eAND\u003c/p\u003e \u003cp\u003estudent or undergrad* or pupil or learner or educate.\u003c/p\u003e \u003cp\u003eAND\u003c/p\u003e \u003cp\u003eadjust* or adapt*\u003c/p\u003e \u003cp\u003eAND\u003c/p\u003e \u003cp\u003eforeign or global or international or oversea or abroad\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e678.454\u003c/p\u003e \u003cp\u003e83.356\u003c/p\u003e \u003cp\u003e560.348\u003c/p\u003e \u003cp\u003e214.864\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePeer Reviewed; Date Published: 2012\u0026ndash;2021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e893\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eScopus\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003euniversity or post-secondary or postsecondary or institute* or associate* or college or higher education or tertiary education or academic*\u003c/p\u003e \u003cp\u003eAND\u003c/p\u003e \u003cp\u003estudent or undergrad* or pupil or learner or educate.\u003c/p\u003e \u003cp\u003eAND\u003c/p\u003e \u003cp\u003eadjust* or adapt*\u003c/p\u003e \u003cp\u003eAND\u003c/p\u003e \u003cp\u003eforeign or global or international or oversea or abroad\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e92.469\u003c/p\u003e \u003cp\u003e738.098\u003c/p\u003e \u003cp\u003e4.679.813\u003c/p\u003e \u003cp\u003e1.818.613\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePeer Reviewed; Date Published: 2012\u0026ndash;2021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.658\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eGoogle Scholar\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAdjustment of nomadic students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2012\u0026ndash;2021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e83\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePortal Garuda\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAdjustment of nomadic students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2012\u0026ndash;2021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e49\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eMicrosoft Academic\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAdjustment of nomadic students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2012\u0026ndash;2021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e38\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTOTAL ARTICLES\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.775\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eStep 4: Perform the article identification process.\u003c/em\u003e \u003c/p\u003e \u003cp\u003eThe article identification process begins with removing articles that indicate duplication and making an initial selection that refers to inclusion and exclusion criteria through titles and abstracts. The last stage is to read the complete article. The total number of articles that match the search keyword is 3775, which are then entered into the software through the rayyan.qcri.org website. The first selection was to find duplicate articles, namely 302 articles, and 3273 articles did not meet the inclusion criteria through titles and abstracts. The following selection is to read the full article on 200 articles. Then, 157 articles must meet the inclusion criteria, such as false outcomes, false populations, the wrong publication type, and false study design. Finally, 43 articles met the inclusion criteria. Refrain from meeting the inclusion criteria such as false outcome, population, publication type, and study design. Finally, 43 articles met the inclusion criteria.\u003c/p\u003e \u003cp\u003e \u003cem\u003eStage 5: Perform extraction and critical appraisal.\u003c/em\u003e \u003c/p\u003e \u003cp\u003eThe extraction process is done by thoroughly reading the complete article and classifying important information in the table in Microsoft Excel. The critical information collected is related to author information, publication year, literature title, subject characteristics, wandering location, variables involved, theoretical framework, instruments, methods and analysis, and related findings. Furthermore, researchers use guidance from JBI (the Joanna Briggs Institute) to explain the quality of the analyzed articles.\u003c/p\u003e \u003cp\u003e \u003cem\u003eStage 6: Synthesize findings.\u003c/em\u003e \u003c/p\u003e \u003cp\u003eThe data obtained from this study will be analyzed following qualitative research rules. The qualitative analysis chosen is content analysis, which follows the stages of (Bengtsson \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), namely decontextualization (identifying units of meaning by creating a list of codes, repeating, and starting from a new page), recontextualization (including \"content\" and excluding \"dross\" distance), categorization (identifying homogeneous groups), and compilation (drawing realistic conclusions by doing member checks/colleagues).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e"},{"header":"3. Results and Discussions","content":"\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e3.1. Study Characteristics\u003c/h2\u003e \u003cp\u003eFigure \u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e shows the number of peer-reviewed publications related to the psychosocial adjustment of nomadic students in higher education. The tres line represents the moving average of the number of publications. The summary table of the 43 articles included in this study can be seen in the appendix (Table\u0026nbsp;3).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eStudies in Indonesia, namely from 23 articles, show that there are six studies (26.09%) involving respondents from Eastern Indonesia, especially Papua, and NTT (Wijanarko \u0026amp; Syafiq 2013; Barimbing \u0026amp; Kahija \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Mamesah \u0026amp; Kusumiati \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Dhei et al \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Nurdiana et al \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Theodorus \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), while five articles (21.74%) come from Sumatra, namely Bangka, Batak, Lampung, and Aceh (Saputri et al \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Rufaida \u0026amp; Kustanti \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Nadlyfah \u0026amp; Kustanti 2018; Lastary \u0026amp; Rahayu \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Hutabarat \u0026amp; Nurchayati \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), and there are 12 articles (52.17%) from all regions of Indonesia without specification of the characteristics of the origin of the nomadic student area (Saniskoro \u0026amp; Akmal \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Vidyanindita et al \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Gunandar \u0026amp; utami \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Widihapsari \u0026amp; Susilawati \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Subroto et al \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Handayani \u0026amp; Yuca \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Hadawiah \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Istanto \u0026amp; Engry \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Basri \u0026amp; Ridha \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Sudarji \u0026amp; Juniarti \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Dara, et al \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Anggreani \u0026amp; Ramadhani \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The locations of respondents in 23 research articles in Indonesia are Bandung, Surabaya (4), Semarang (3), Jakarta (4), Yogyakarta (4), Bali, Padang, Makassar (2), Lampung, Malang, and Samarinda. While the 20 articles on western countries have very diverse characteristics of respondents' country origins, the most study destination countries are America (US) 8 articles, Australia 4 articles, Malaysia 2 articles, Korea 2 articles, Hong Kong, Thailand, England, and Russia 1 article each.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e3.2. Factors of psychosocial adjustment of nomadic students to college\u003c/h2\u003e \u003cp\u003eProblems in nomadic students arise from culture shock and poor support mechanisms, so psychological problems arise, such as longing, isolation, anxiety, etc. (Kambouropoulos \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Latipova et al \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Living abroad or in a new place usually involves adapting to new cultures and social norms, foreign languages, weather and climate changes, different foods and eating habits, and other unfamiliar cultures and habits. Nomadic students face academic, social, isolation, and everyday cultural adjustment challenges. The difficulty reflects not only the language and cultural barriers that make integration difficult but also the fact that nomadic students can experience rejection from host cultures (Cruwys et al \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Wijanarko \u0026amp; Syafiq 2013). Hsiao-ping et al (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) add that the results of stopovers or brief visits in new cultures are often understood psychologically as \"adjustments,\" which occur in two aspects, namely psychological and sociocultural adjustments. Psychological adjustment is defined as having to do with mental health and overall well-being. In contrast, sociocultural adjustment is defined as having to do with behavioral and cognitive factors related to effective performance during cross-cultural transitions. This acculturation process can generate both positive and negative impacts on self-development and determine how adjustments are made. Acculturation includes the cognitive change and cross-cultural adaptation that individuals experience when they come into direct contact with other cultural aspects. Nomadic students can feel confused, anxious, isolated, or depressed when faced with the realities of life and the need to conform to a foreign culture. This experience reflects the difficulties of psychological adaptation in the acculturation process.\u003c/p\u003e \u003cp\u003eThe findings of the scoping review show that the predictors of psychosocial adjustment are very diverse in certain study areas, where the most significant factor that is most found in the presence of culture shock and the characteristics of the nomadic student's regional origin. There are three main themes related to the predictors of psychosocial adjustment of nomadic students in universities in Indonesia, namely psychological (personal) factors, academic factors, and socio-cultural and life factors. The psychological factor involved is personality (Vidyanindita et al \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Subroto \u0026amp; Satiadarma 2018; Sudarji \u0026amp; Juniarti \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), self-concept (Saputri et al \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Vidyanindita et al \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), emotional intelligence (Widihapsari \u0026amp; Susilawati \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), independence (Anggreani \u0026amp; Ramadhani \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), loneliness/feelings of isolation (Saputri et al \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), homesickness (Istanto \u0026amp; Engry \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), idealism (Theodorus \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), grit (Sudarji \u0026amp; Juniarti \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), self-disclosure (Nadlyfah \u0026amp; Kustanti 2018), and adversity quotient (Dara et al \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). The academic factors involved are academic stress (Saniskoro \u0026amp; Akmal \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), motivation to learn and excel (Basri \u0026amp; Ridha \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), academic self-efficacy (Lastary \u0026amp; Rahayu \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Mamesah \u0026amp; Kusumiati \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), and procrastination (Lastary \u0026amp; Rahayu \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). The socio-cultural and life factors involved are social support (parents and peers) (Gunandar \u0026amp; Utami \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Rufaida \u0026amp; Kustanti \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Widihapsari \u0026amp; Susilawati \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Lastary \u0026amp; Rahayu \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Istanto \u0026amp; Engry \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), socialemotional adjustment (Subroto \u0026amp; Satiadarma 2018), culture shock (Handayani \u0026amp; Yuca \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Dhei, et al \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Basri \u0026amp; Ridha \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Nurdiana et al \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), communication skills (Barimbing \u0026amp; Kahija \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Nurdiana, et al \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), parental attachment (Anggreani \u0026amp; Ramadhani, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), coping strategies (Barimbing \u0026amp; Kahija \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Nurdiana et al \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), difficulties in fostering social relationships (Barimbing \u0026amp; Kahija \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), previous wandering experiences (Hutabarat \u0026amp; Nurchayati \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), stereotypes of physical differences (Wijanarko \u0026amp; Syafiq 2013; Theodorus \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), language and cultural differences (Wijanarko \u0026amp; Syafiq 2013; Vidyanindita et al \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Hadawiah \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Theodorus \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Hutabarat \u0026amp; Nurchayati \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), and the breadth of social networks (Barimbing \u0026amp; Kahija \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Theodorus \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Hutabarat \u0026amp; Nurchayati \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). It can be seen in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e4\u003c/span\u003e below.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePredictors Of Psychosocial Adjustment Of Students In College\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePsychological (personal) factors\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonality, self-concept, emotional intelligence, independence, loneliness/feelings of isolation, \u003cem\u003ehomesickness\u003c/em\u003e, idealism, grit, self-disclosure, and \u003cem\u003eadversity quotient\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAcademic factors\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAcademic stress, learning/achieving motivation, self-efficacy academic, procrastination\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocio-cultural and life factors\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial support (parents and peers), \u003cem\u003eculture shock\u003c/em\u003e, social-emotional adjustment, communication skills, parental attachment, coping strategies, social relationships, previous wandering experiences, stereotypes (physical differences), and social networks\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003ePredictors of psychosocial adjustment of nomadic students in western countries are more widely revealed than in Indonesia. Proficiency in language to communicate, relationships between groups free from perceived discrimination, and social support are important ways of coping as resources for psychological and sociocultural adaptation (Basow \u0026amp; Gaugler \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Taylor \u0026amp; Ali 2017; Yu et al \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). There are 2 themes with 3 sub-themes each, namely facilitators supporting adjustments and adjustment barriers to psychological (personal), academic and life factors. In the theme of facilitators supporting adjustments consisting of psychological / personal factors (Yakunina, et al \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Longo \u0026amp; Kim-Spoon \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Yakunina et al \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Yusoff \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Basow \u0026amp; Gaugler \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Gierke et al \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Deni et al \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), academic (Yakunina et al \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Yu et al \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Deni et al \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Heng \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Koo et al \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) and sociocultural and life (Basow \u0026amp; Gaugler \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Yu et al \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Lee et al \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Cruwys et al \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Pekerti et al \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Deni et al \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Heng \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). On the theme of adjustment barriers consisting of psychological/personal factors (Longo \u0026amp; Kim-Spoon 2012; Kambouropoulos \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Hsiao-ping et al \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), academic (Kambouropoulos \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Hsiao-ping 2015; Taylor \u0026amp; Ali 2017; Rhein \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Ng et al \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) and sociocultural and life (Yusoff \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Kambouropoulos \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Hsiao-ping et al \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Taylor \u0026amp; Ali 2017; Latipova et al \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Rhein \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Ng et al \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Suh et al \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). The explanation can be seen in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e below.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePredictors of International Student Adjustment\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eCustomization support facilitator\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePsychological (personal) factors\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eRespect, collaboration, tolerance, openness/open-mindedness, curiosity, empathy, intrapersonal skills, interpersonal skills\u003c/em\u003e, religiosity, life satisfaction, \u003cem\u003epersonal growth initiative, well-being, emotional stability\u003c/em\u003e, self-efficacy, flexibility.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAcademic factors\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMotivation, academic performance, interaction with lecturers, counseling services, \u003cem\u003ehardiness\u003c/em\u003e, language skills.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSociocultural and life factors\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCommunication is effective, without discrimination, intercultural awareness, \u003cem\u003eculture self-identity\u003c/em\u003e, social support (parents, friends), new friendships, groups with look at students, active in campus activities, \u003cem\u003esocial initiatives\u003c/em\u003e, technology (established communication with family / friends from the country of origin).\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAdjustment barriers\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePsychological (personal) factors\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAnxiety, depression/mental distress, stereotypes, \u003cem\u003ediscrimination (racial prejudice), lack of support, anger, loneliness, homesickness.\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAcademic factors\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDifficulty expressing ideas verbally and in writing, pressure to perform, poor results/grades, language problems, \u003cem\u003etime management\u003c/em\u003e, and differences in study methods and campus rules.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSociocultural and life factors\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFinancial difficulties, parental pressure, lack of \u003cem\u003efriends\u003c/em\u003e, \u003cem\u003eisolation, lack of stability, adequate accommodation, behaving appropriately, adjusting to different culture, difficulties taking part in leisure activities\u003c/em\u003e.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e3.3 Comparison of factors and theoretical basis\u003c/h2\u003e \u003cp\u003eIn addition to the differences related to the predictors of adjustment above between studies in western countries and in Indonesia, that in adjustment studies nomadic students in western countries revealed more psychological concepts than findings in nomadic students in Indonesia, and more described factors that are obstacles and can be facilitators pen Support customization. Another finding in studies from western countries related to nomadic students is the existence of a process that occurs schematically or adjustment phase that occurs in nomadic students (Latipova et al \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Taylor \u0026amp; Ali 2017; Ng et al \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Deni et al \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), so that it can be seen the changes that have occurred in nomadic students in their adjustments starting from their arrival at the study location where they wandered. This finding is different from the results of research by nomadic students in Indonesia which mostly revealed psychological variables that have a relationship with student adjustment in higher education and the elaboration of adjustment themes that reveal more factors that are the cause of the difficulty of nomadic students in adjusting in higher education (Wijanarko \u0026amp; Syafiq 2013; Barimbing \u0026amp; Kahija \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Nurdiana et al \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Theodorus \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Hutabarat \u0026amp; Nurchayati \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe theoretical basis used in studies in Indonesia related to the adjustment of nomadic students is social interaction (Saputri et al \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), acculturative stress (Wijanarko \u0026amp; Syafiq 2013; Handayani \u0026amp; Yuca \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Hadawiah \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Theodorus \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), culture shock (Barimbing \u0026amp; Kahija \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Rufaida \u0026amp; Kustanti \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Nadlyfah \u0026amp; Kustanti 2018; Handayani \u0026amp; Yuca \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Hadawiah \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Dhei et al \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Basri \u0026amp; Ridha \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Nurdiana et al \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Theodorus \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Hutabarat \u0026amp; Nurchayati \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), cultural adaptation (Hadawiah \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Basri \u0026amp; Ridha \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), and Ecological Theory (Sudarji \u0026amp; Juniarti \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), while in research in western countries are stress theory and acculturative processes (Yakunina et al \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Yu et al \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Lee et al \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Koo et al \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), psychological and sociocultural adjustment (Yusoff \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Basow \u0026amp; Gaugler \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Latipova et al \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Rhein \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Deni et al \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Koo et al \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), transactional models of stress and coping (Hsiao-ping et al \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Pekerti et al \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Ecological Theory (Taylor \u0026amp; Ali 2017), culture shock (Latipova et al \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), social identity models identity change (Ng et al \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Cruwys et al \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), ethnic identity (Lee et al \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), and intercultural competence (Gierke et al \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Based on this, there are similarities between studies in Indonesia and in western countries, namely mostly using a cultural perspective in studying the adjustment of nomadic students in universities, while the difference is that research in western countries reveals more about the process of change that occurs during the adjustment of nomadic students in higher education by referring to the model of identity change, the process of acculturation and also related to the stress model and coping. For more details, see Table\u0026nbsp;6 below.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eComparison of theoretical basis Comparison of theoretical basis\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStudy location\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTheoretical basis\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndonesian\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial interaction, acculturative stress, \u003cem\u003eculture shock\u003c/em\u003e, cultural adaptation, and Ecological Theory\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eWestern countries\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStress and acculturative processes, psychological and sociocultural adjustments, transactional models of stress and coping, Ecological Theory, \u003cem\u003eculture shock\u003c/em\u003e, social identity models, ethnic identity, and intercultural competence.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e3.4 Research methods used.\u003c/h2\u003e \u003cp\u003eThe 43 studies involved in this scoping review are empirical studies, namely quantitative, qualitative, and mixed methods. In studies in Indonesia, the research method used consisted of 6 qualitative research and 17 quantitative studies. Meanwhile, in studies in western countries, the research method used consists of 6 qualitative studies, 3 mixed method research and 11 quantitative studies. As for the difference in the use of analysis in quantitative research methods, studies in western countries involve more variables so that they use more path analysis, while for studies in Indonesia most involve a relationship between two variables only, and some involve three variables, so the analysis used is mostly simple regression or correlation test. Thus, the predictors of adjustment are revealed more in studies in western countries. Meanwhile, qualitative, and mixed method research in western countries explains more about the processes that occur during the adjustment period for nomadic students, while studies in Indonesia focus more on what themes hinder adjustment in nomadic students.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e3.5 Gaps and Subsequent Research Implications\u003c/h2\u003e \u003cp\u003eThe findings of this scoping review provide insights into existing gaps and future research directions, which can be analyzed from three perspectives: ontology, epistemology, and axiology. These perspectives highlight the need to refine theoretical frameworks, methodological approaches, and practical applications to support the psychosocial adjustment of nomadic students in higher education.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003e1. Ontology\u003c/h3\u003e\n\u003cp\u003eOntology concerns the nature of reality and the theoretical foundation of a research domain. Abdulhalk (2008) argues that ontology seeks to uncover the essence of a phenomenon beyond its specific manifestations. This review reveals that studies on the psychosocial adjustment of nomadic students employ a wide range of theoretical frameworks, both in Western contexts and Indonesia. The variation in theoretical approaches suggests that researchers interpret the complexity of adjustment differently based on regional and cultural contexts.\u003c/p\u003e \u003cp\u003eA key limitation identified in this review is the inconsistency in theoretical models used to study adjustment among nomadic students. While Western studies often employ well-established psychological adjustment models, research in Indonesia lacks a unified theoretical foundation. Therefore, future research should explore whether existing Western models can be directly applied to nomadic students in Indonesia or whether a hybrid or modified theoretical framework is more suitable. Addressing this gap is crucial for developing a theoretical model that accurately reflects the experiences and characteristics of nomadic students in Indonesia.\u003c/p\u003e\n\u003ch3\u003e2. Epistemology\u003c/h3\u003e\n\u003cp\u003eEpistemology focuses on how knowledge is acquired and validated (Creswell \u0026amp; Creswell, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). This review identifies three primary research methods used in studying nomadic student adjustment: quantitative, qualitative, and mixed-method approaches. Quantitative studies tend to focus on identifying predictors of adjustment, while qualitative research provides a deeper understanding of the processes and experiences involved in adjustment.\u003c/p\u003e \u003cp\u003eA limitation of existing research in Indonesia is the predominant use of quantitative methods that examine only a few variables at a time. As a result, studies may fail to capture the complex, dynamic nature of adjustment. In contrast, qualitative and mixed-method studies in Western contexts offer richer insights into the adjustment process over time. To bridge this gap, future research in Indonesia should consider employing qualitative or mixed-method approaches that not only identify adjustment factors but also explore the lived experiences of nomadic students. This would provide more nuanced recommendations for improving their readiness to transition into higher education.\u003c/p\u003e\n\u003ch3\u003e3. Axiology\u003c/h3\u003e\n\u003cp\u003eAxiology examines the purpose and value of research, including its theoretical and practical implications. This scoping review highlights the need for research that not only advances theoretical knowledge but also contributes to practical applications that support nomadic students in their adjustment process.\u003c/p\u003e \u003cp\u003eOne limitation identified is the lack of research on intervention strategies tailored to the needs of nomadic students in Indonesia. While Western studies often integrate psychological support programs, mentoring, and peer networks as part of the adjustment framework, research in Indonesia has not extensively explored these aspects. Future studies should focus on developing and evaluating intervention programs, such as mentoring initiatives, coping skills training, and strategies to enhance social participation. Additionally, experimental or longitudinal studies could assess the effectiveness of these interventions in facilitating successful adjustment.\u003c/p\u003e"},{"header":"4. Conclusions","content":"\u003cp\u003eThis scoping review examined the predictors of psychosocial adjustment among nomadic students in higher education, highlighting key findings that contribute to the understanding of this phenomenon.\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eThe factors influencing psychosocial adjustment among nomadic students in both Western countries and Indonesia can be categorized into psychological (personal), academic, sociocultural, and life factors.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eA comparison of studies shows that research in Western countries places greater emphasis on psychological concepts and adjustment phases, whereas studies in Indonesia focus more on the themes that hinder adjustment.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eMethodologically, quantitative research in Western studies tends to involve a broader range of variables and employs more complex statistical analyses such as path analysis. In contrast, studies in Indonesia typically examine relationships between fewer variables. Furthermore, qualitative and mixed-method research in Western contexts explores the adjustment process in depth, whereas Indonesian studies primarily identify barriers to adjustment.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eN.P. conducted the entire research process, including data collection, analysis, and primary manuscript writing. D.R.S. and W.H. served as supervisors, providing academic guidance and reviewing the manuscript. All authors reviewed and approved the final version of the manuscript before submission.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eAll data generated or analyzed during this study are included in this published article.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAbdulhak, I. (2008). Philosophy of educational science. \u0026nbsp;Bandung: Juvenile Rosdakarya.\u003c/li\u003e\n \u003cli\u003eAnggreani, R. \u0026amp; Ramadhani, A. (2021). \u0026nbsp; Parental attachment and independence to the self-adjustment of nomadic students of Mulawarman University. \u0026nbsp; Psychoborneo, 9(2), 310-322.\u003c/li\u003e\n \u003cli\u003eBaker, R. W. (2002). \u0026nbsp;Research with the Student Adaptation to College Questionnaire (SACQ). \u0026nbsp;Clark University: Robert Shilkret Mount Holyoke College.\u003c/li\u003e\n \u003cli\u003eBaker, R. W., \u0026amp; Siryk, B. (1986). Exploratory Intervention with a Scale Measuring Adjustment to College. Journal of Counseling Psychology, 3(3), 31\u0026ndash;38.\u003c/li\u003e\n \u003cli\u003eBarimbing, S. K., \u0026amp; Kahija, Y. F. L. (2015). The Experience of Social Adjustment of Ethnic Papuan Students in Semarang City. Journal of Empathy, 4(2), 104-113.\u003c/li\u003e\n \u003cli\u003eBasow, S. A., \u0026amp; Gaugler, T. (2017). Predicting adjustment of US College students studying abroad: Beyond the multicultural personality. International Journal of Intercultural Relations, 56, 39\u0026ndash;51. https://doi.org/10.1016/j.ijintrel.2016.12.001\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eBasri, C.N., \u0026amp; Ridha., A.A. (2020). \u0026nbsp; Cultural shock and motivation to study in students who wander in Makassar City. Psychology, 25 (1), 1-14\u003c/li\u003e\n \u003cli\u003eBengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. 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Academically successful international students in Malaysia. International Journal of Educational Management, 35(3), 655\u0026ndash;667.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eDhei, B., Fatmawati, F., Prasetia, A. D., \u0026amp; Agustin, A. (2020). The Relationship between Self-Adjustment and Culture Shock in East Nusa Tenggara (NTT) Students in the First Semester at Wijaya Putra University Surabaya. \u0026nbsp;Journal of Psychowipa, 1(1), 37-44.\u003c/li\u003e\n \u003cli\u003eGierke, L., Binder, N., Heckmann, M., Odağ, \u0026Ouml;., Leiser, A., \u0026amp; Kedzior, K. K. (2018). Definition of intercultural competence (IC) in undergraduate students at a private university in the USA: A mixed-methods study. PLoS ONE, 13(4).\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eGoldstein, S. B., \u0026amp; Keller, S. R. (2015). U.S. College Students\u0026apos; Lay Theories of Culture Shock. 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Maladaptive perfectionism and college adjustment of international students in Korea: A moderated mediation model of social support. Sustainability (Switzerland), 12(11).\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eLongo, G. S., \u0026amp; Kim-Spoon, J. (2013). Homesickness in college students: The role of religion in combating depression. Mental Health, Religion \u0026amp; Culture, 16(5), 489\u0026ndash;500. https://doi.org/10.1080/13674676.2012.696600\u003c/li\u003e\n \u003cli\u003eMamesah, T. S., \u0026amp; Kusumiati, R. Y. E. (2019). The Relationship between Academic Self-Efficacy and Self-Adjustment in New Students of NTT Province who are Wandering at Satya Wacana Salatiga Christian University. Counseling Psychology, 14(1), 317-329.\u003c/li\u003e\n \u003cli\u003eMattanah, J. F. (2016). College Student Psychological Adjustment: Theory, Methods, and Statistical Trends. \u0026nbsp;United States: Momentum Press.\u003c/li\u003e\n \u003cli\u003eMunn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., \u0026amp; Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. \u0026nbsp;BMC med res methodol, 18(1), 143.\u003c/li\u003e\n \u003cli\u003eNadlyfah, A., Kustanti, E.R. (2018). \u0026nbsp; The relationship between self-disclosure and self-adjustment in \u0026nbsp;overseas students in S. \u0026nbsp;Empathy, 7(1), 136-144.\u003c/li\u003e\n \u003cli\u003eNg, N. W. K., Haslam, S. A., Haslam, C., \u0026amp; Cruwys, T. (2018). \u0026quot;How can you make friends if you don\u0026apos;t know who you are?\u0026quot; A qualitative examination of international students\u0026apos; experience informed by the Social Identity Model of Identity Change. Journal of Community \u0026amp; Applied Social Psychology, 28(3), 169\u0026ndash;187. https://doi.org/10.1002/casp.2349\u003c/li\u003e\n \u003cli\u003eNurdiana, E.E.P., Gucci, Y.C., Rachmat, A.P., \u0026amp; Safitri, D. 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International students\u0026apos; personal and multicultural strengths: Reducing acculturative stress and promoting adjustment. Journal of Counseling \u0026amp; Development, 91(2), 216\u0026ndash;223. https://doi.org/10.1002/j.1556-6676.2013.00088.x\u003c/li\u003e\n \u003cli\u003eYu, B., Bodycott, P., \u0026amp; Mak, A. S. (2019). Language and Interpersonal Resource Predictors of Psychological and Sociocultural Adaptation: International Students in Hong Kong. Journal of Studies in International Education, 23(5), 572\u0026ndash;588.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eYusoff, Y. M. (2012). Self-Efficacy, Perceived Social Support, and Psychological Adjustment in International Undergraduate Students in a Public Higher Education Institution in Malaysia. Journal of Studies in International Education, 16(4), 353\u0026ndash;371.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Appendix - Table 3","content":"\u003cp\u003eThe appendix file containing Table 3 is not available with this version.\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"College Adjustment, Nomadic Students, Psychosocial Adjustment, Scoping Review, Indonesia","lastPublishedDoi":"10.21203/rs.3.rs-6217341/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6217341/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eNomadic students face significant challenges when transitioning to higher education due to cultural, academic, and social differences. This scoping review explores predictors of psychosocial adjustment among nomadic students in Western universities compared to those in Indonesia. Following the PRISMA-ScR protocol, 43 articles were selected from databases including PsycINFO, Scopus, and Google Scholar. Findings reveal that predictors encompass psychological, academic, sociocultural, and life factors. Studies in Western contexts emphasize psychological aspects and a more structured adjustment process than those in Indonesia. A key research gap is the need for tailored theoretical concepts that reflect the unique characteristics of nomadic students in Indonesia. 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