Journal of Counseling & Development ■ Fall 2008 ■ Volume 86 429 © 2008 by the American Counseling Association. All rights reserved. One of the most important goals of U.S. higher education is to encourage the enrollment of international students for academic, economic, and cultural purposes. The successful recruitment of these students comes with the responsibility to welcome, serve, and maintain the well-being of international students, and also to create an environment for multicultural interaction with stu- dents in the United States (hereinafter referred to as American students; Peterson, Briggs, Dreasher, Horner, & Nelson, 1999). Marion (1986) suggested that international students may act as great resources for increasing global understanding and the perspectives of American students. Peterson et al. found that American students learned about different cultures, their histo- ries, and international issues from foreign students. In addition, they learned to acknowledge and respect cultural and individual differences and broaden their perspectives, thereby preventing stereotypical thinking. Marion also suggested that international students play an important role in providing technological knowl- edge to less developed countries. In the United States, enrollment of international students has been encouraged for the economic contribution of nearly $13.5 billion every year that they spend on tuition, living expenses, and related costs (Institute of Inter- national Education, 2007). The United States has the largest number of international students who represent many countries. During the academic year of 2005–2006, there were approximately 600,000 inter- national students from several nations, with Asian students representing 58% of all international students, followed by students from Europe (15%), Latin America (11%), Africa (6%), the Middle East (4%), and 6% from North America and Oceania (Institute of International Education, 2007). Adjustment to a new educational and social environment can be a stressful process. Most college students experience stress throughout this process. However, many international students ex- perience even more serious stress because of the additional culture shock factor (Church, 1982) and various sociocultural factors that are involved in the adjustment process of international students (Luzio-Lockett, 1998). It is not surprising that international stu- dents often face language barriers, immigration difficulties, culture shock, social adjustment, and homesickness. During this period of adjustment, international students may experience isolation and loneliness. Mori (2000) reported that these negative experiences can cause the students to feel hopeless, and an intensive sense of hopelessness may be the manifestation of depression. Consider- ing the cultural differences and misunderstandings of the new and diverse experiences, it is likely that international students will experience feelings of estrangement, anxiety, and depression as a part of their adjustment process (Adler, 1975). Spielberger (1966) reported that anxiety is related to stress, and Furukawa (1997) reported that people who are exposed to foreign cultures may become depressed or anxious and display maladaptive behaviors as a result of this acculturative stress. Understanding the experiences of international students has important implications for creating and implementing programs that provide academic and personal support. Therefore, it is cru- cial to increase awareness about international students’ problems and to recognize the students’ individual perspectives regarding the factors that are involved in the adjustment and adaptation process (Luzio-Lockett, 1998). Because of these concerns, a number of studies have focused on the academic, psychological and social effects on international students of studying and liv- ing in the United States (Marion, 1986). In one of these studies, Kilinc and Granello (2003) found that students who were less acculturated experienced significantly more difficulty in their academic life, with language, and with medical/physical health than did the students with higher levels of acculturation. A close examination of the literature reveals that although depression and anxiety are frequently manifested symptoms of stress (Arthur, 1998), these symptoms were not studied among the international student population in the United States. Con- sidering the fact that there is limited research on depression and anxiety among international students in the United States, the purpose of our study is to contribute further to the literature by examining these variables in relation to a set of other vari- ables retrieved from the literature: gender, age, race/ethnicity, proficiency in English, pattern of social contact, academic achievement, social support, and length of stay in the country. Predictors of Depression and Anxiety Among International Students Seda Sümer, Senel Poyrazli, and Kamini Grahame The role of gender, age, race/ethnicity, length of stay, social support, and proficiency in English in the variance in depres- sion and anxiety among international students revealed that social support was a significant predictor of depression and anxiety among international students. Age significantly contributed to the variance in anxiety, and self-rated English proficiency uniquely contributed to the variance in both depression and anxiety. Latino/a students had significantly higher levels of depression than did Asian students. Seda Sümer, Department of Counseling and Psychological Services, Georgia State University; Senel Poyrazli and Kamini Grahame, School of Behavioral Sciences and Education, Penn State Capital College. Correspondence concerning this article should be addressed to Senel Poyrazli, School of Behavioral Sciences and Education, Penn State Capital College, 777 West Harrisburg Pike, W157 Olmstead Building, Middletown, PA 17057 (e-mail: poyrazli@psu.edu).