| The purpose of the study was to identify and compare anticipated and actual life satisfaction and readjustments as perceived by bachelor and graduate degree level international students returning to developing countries after studying agriculture in the United States. Specific objectives established to accomplish the purpose were to: (1) Determine perceived future life satisfaction and readjustment of soon-to-be-returning foreign students from developing countries. (2) Determine perceived current life satisfaction and readjustment of foreign students from developing countries who had recently returned home. (3) Determine whether or not differences in both perceived life satisfaction and readjustment existed between the groups. (4) Determine relationships between perceived life satisfaction, readjustment, and gender, country of origin, academic agricultural background, official and instructional language background, home job situation, age, previous international experience, length of stay in the United States, self-perceived command of the English Language, size of school attended in the United States, participation in reentry program, primary sponsorship, marital status, level of degree earned, and self-perceived quality of education.;Procedure. Questionnaires were returned by 369 international agricultural students who were to return home within a year to a developing country and by 116 similar students who had returned home within the previous year.;Major Findings. (1) Pre-departure international students perceived that they would be more highly satisfied with their life than did post-departure international students. (2) Life satisfaction was related to region of origin, official and instructional language background, age, primary sponsorship, and marital status. (3) Social and cultural readjustment was related to region or origin, official and instructional language background, and participation in a reentry program. (4) Professional and educational readjustment was related to region of origin, official and instructional language background, primary sponsorship, and level of degree earned. (5) National and political readjustment and related to official and instructional language background, job assurance, immediate employment, length of sojourn, self-perceived command of English, participation in a reentry program, and primary sponsorship. (6) Composite readjustment was related to region of origin, official and instructional language background, immediate employment, primary sponsorship, and level of degree earned. |
