Abstract

This paper presents an analysis of the theoretical frameworks that support the research on sociocultural adaptation of international university students. The method used was a systematic review of the bibliographic databases Web of Science (WOS) and Scopus. Sixty-two (62) scientific articles were selected, published between 2012 and the first semester of 2017, containing explicit reports on theoretical frameworks. A total of 45 theoretical frameworks were identified, with 82.2% of the articles describing specific theoretical frameworks on adaptation and 69.3% treating non-specific ones. The results were as follows: (1) Most of the theoretical frameworks centered on sociocultural adaptation; (2) said frameworks mainly applied the acculturation model and the ABC framework model; (3) there was recurring use of Tinto’s Interactionalist Theory to investigate adaptation within the university context; (4) the articles on non-specific adaptation theories generally present sociocultural adaptation theories, mainly of the ABC framework, focusing either on the individual or society, but not considering both; (5) greater consideration of psychosocial determinants of behavior to investigate characteristics of the individual; and (6) theories predominate that focus on interpersonal relationships in their analysis of society. The implications of theoretical combinations identified are discussed, such as the need to complement the ABC and acculturation models with sociocognitive theoretical frameworks, examining interpersonal relationships and socio-academic integration. This is in order to apprehend how the adaptation process unfolds in different contexts, as in academic and extra-academic environments, and to account for the learnings that are relevant to specific cultures.