Open Access Capstone
This study investigates the predictability of social interaction and academic interaction to academic performance. Descriptive analysis, multiple regression analysis, factor analysis and correlation analysis of data provided by 71 students who are Vietnamese Government Scholarship Recipients in graduate programs all over the United States indicate that socio-academic interaction can be used as predictors of students' academic performance but only 15% of the predicted variance is explained by the model. The length of students' US sojourn has effect on both social and academic interaction and degree sought by students has effect on academic interaction. Gender and length of exposure to English before coming to the states have no effect on either social interaction or academic interaction while students' English proficiency is only related to their social interaction. The extent that a student exposes to the American culture and people is related to his or her social interaction and the level of institutional and human support received the students is also related to their degree of academic interaction. Aspects of cultural, social, political and educational differences together with factors of identities and some other objective obstacles ( e.g. program size, location, students' personality and motivation) are believed to block students' efforts in engaging more in social and academic interactions and relations. The findings are used to discuss practical implications for education stakeholders at both sides.