Introduction

The United States has consistently been a popular choice for students looking for
excellent education. In 2022, American schools increased 3.8% in the number of international
students enrolled. There were approximately a million international students at United States
universities and colleges, such as Chinese, Indian, Japanese, or Thai. (Lu, 2023) The
transition to overseas environments causes significant stress for students, and they often face
challenges due to cultural, linguistic, and academic differences. (Besser & Zeigler-Hill, 2014)
Referring to the views of Li and Liu (2021) explained that acculturative stress is the
psychological and emotional stress experienced when people adapt to a new culture or
environment, often increasing from the challenges of integrating into a different cultural
context. This stress can be caused by various factors such as language barriers, social
differences, and adapting to new norms, values, ethnic identity, perceived discrimination,
homesickness, social support, and cultural shock. Moreover, there is acculturative stress
significantly associated with depression. The impact of acculturative stress on students'
academic achievements is being examined. Consistently, lower levels of acculturative stress
are forecasted by a higher level of education. (Berry et al., 1987)
Students' well-being is essential for facilitating learning and preparing graduates for
the workforce. Some students cope well with challenges and struggle under pressure related
to many psychological factors that can decrease the level of stress in students, which are grit,
resilience, and a growth mindset, which are essential personal traits. Students who have low
levels of grit, resilience, and a fixed mindset might struggle more to effectively deal with
these sources of stress and low grades. (Calo et al., 2019) Furthermore, Hayden (2018)
explained how levels of optimism, grit, and resilience, combined with coping strategies,
especially problem-focused coping, are connected to academic success among college
students between 18-25 years old, and the finding of research is students with higher levels of
optimism, grit, and resilience, along with improved coping abilities, would attain higher
academic grades. According to Bandura (1993) indicated that people's self-efficacy beliefs
influence their success in college by increasing their motivation to overcome challenging
academic tasks and by helping them use their knowledge and skills effectively. Torres and
Solberg (2001) point out that there is a positive direction between self-efficacy and the
amount of time spent studying by college students.
The current study is unique, as it explores the relationship between grit, self-efficacy,
and resilience on international students' academic success. Especially, the study examined the
effect of demographic factors, for example age, gender, and length of staying in United State.
The finding of this study can lead to help international students understand positive
psychological factors such as girt, self-efficacy, and resilience affect academic success
significantly, and international students will earn benefits from the findings to improve their
quality of life while studying abroad.
Literature review
Grit
According to Duckworth et al. (2007) explained definitions of grit which is students
who achieve their goals through sustained effort and success possess grit or persistence. Grit
consists of two factors which are effort perseverance and consistency in interest (Duckworth
and Quinn, 2009). Most of experts believe that grit is important factor to earn
accomplishment rate in school students and some research discover the relationship between
grit and academic success significantly (Wolters & Hussain, 2014). Also, Duckworth and
Quinn (2009) pointed out grit is predictor of career goal and career change which means
people who have high level of grit will have a few times to change career fields less than
people who low level of grit. Moreover, this statement can refer to students who have process
in grit will not less the possibility of charging their major.

Self-efficacy
Self-efficacy is described as an individual's self-assessment of their ability to
effectively carry out actions needed to achieve desired results. (Bandura, 1977) From the
article The Little Engine That Could, “Few people can see the tears of a doll. She thought of
the little boys and girls on the other side of the mountain who could not have toys or food. He
can eat it unless she helps him. She said to herself, I think I can, I think I can, I think I can”
(Snyder et al., 2005) Self-efficacy is an important component of the concept of positive
psychological capital, consisting of self-regulation, observation, self-reflection, forethought
and symbolizing combined into efficacy. Self-efficacy is an essential factor in stimulating
selection and awareness of the ability to use strengths and skills to apply to challenging
situations or problems. The results of the process, individuals can earn positive energy for
reaching the intended goals. (Bandura,1986)

Resilience
Resilience is the ability to return to normal state after having experienced stressful or
bad experiences. It is an important characteristic under the concept of positive psychology
and mental strength. It will help people adjust to stress and help overcome crisis situations.
According to Grotberg (2004) defined that resilience is the ability or capacity of individuals
to reduce violence and survive the effects of difficult events or bad events effectively. There
are 3 elements: 1) I am, 2) I have, and 3) I can. When people are faced with an event or
stimulus that causes stress or life crisis. People will draw on these elements and use them as
tools to deal with the event effectively. Resilience creates a good quality of life and stress can
be reduced because people can adapt to different situations by having resilience. (Wu, 2011)

Academic success
Walberg's academic achievement theory suggests that both the psychological traits of
students and their immediate psychological surroundings play a role in shaping educational
results in terms of thinking, behavior, and attitudes (Reynolds & Walberg, 1992). According
to implicit theories which is intelligence and the achievement motivational model have been
studied how students learn about learning process and outcome factors (Burnette et al., 2013).
Furthermore, several theories believe that the level of intelligence of students can be
improved by challenging and overcoming under difficult situations, that will produce
students’ skills and new abilities. (Hong et al., 1999) Several research explores academic
success associated with lower self-handicapping behaviors on the other hand it can refer to
students who have self-regulation (grit), resilience and self-efficacy will earn academic
success. (Martin et al., 2001)

Problem statement.
The research aims to investigate the correlation of grit, self-efficacy, and resilience
concerning the academic achievement of international students. The problem statement is to
understand how these psychological factors contribute to academic success among students
studying in an international educational setting. The study seeks to identify the specific nature
of their impact and the extent to which these attributes influence the academic performance
and overall adaptation of international students in their educational journey.

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