Factors influencing the psychological contract of online international students in choosing U.S. universities

Abstract

This qualitative study examines the factors that influence online international students’ psychological contract formation in selecting U.S. universities. Using asynchronous, semi-structured written interviews with nine online international graduate students enrolled at a regional public university in the southeastern United States, the study identifies three themes: (1) career and labor‑market mobility promises, (2) assurance of institutional support and responsiveness, and (3) cultural belonging and inclusion signals. Findings highlight how recruitment communications, advising interactions, and online learning structures function as promise-making mechanisms that shape expectations for reciprocal obligations. Implications include aligning recruitment messages with service delivery, establishing responsiveness standards, and embedding belonging-support practices to support retention and student well-being.