The role of social identities in the mental health, well-being and academic performance of international students: an application of the social identity model of identity change

Abstract

International students typically face a range of challenges from the time they leave their home country, which includes the need to adapt to a new culture and norms and to a new educational landscape. Due to their unfamiliarity with local culture and language barrier, the stress of adjustment often leads them to feel lonely, socially isolated and homesick. However, the Social Identity Model of Identity Change (SIMIC) model suggests that during life transitions, an individual’s group memberships and associated social identities can buffer people from these negative effects of life change.This thesis presents three studies that explore the contribution of social identity change to the academic performance, retention, mental health and well-being of international students who have left their home country and moved to Australia to pursue tertiary education. To explore the relevance of SIMIC for international students’ transition to studying overseas, the first study reports the findings from semi-structured interviews conducted with 15 international students attending an Australian university. Thematic analysis undertaken provided support for the relevance of SIMIC’s new group membership and maintained group membership pathways in the transition, and revealed a number of associated factors that acted as either facilitators (e.g., a host family that supported community integration) or barriers (e.g., experiencing culture shock) to successful adjustment in the face of social identity change.The second study is a longitudinal investigation of 210 international students studying in a Foundation Year programme in a large Australian university across three time points over the course of one year. Consistent with SIMIC, this found that social identity variables predicted (a) higher academic performance, (b) better mental health and (c) better well-being outcomes. Maintained group membership also indirectly improved student retention across time.The final study builds on the previous two to explore the feasibility of a four-module manualized program, Groups 4 Health for International Students (G4H-IS), adapted from the evidence based intervention Groups 4 Health and developed specifically for international students to increase social connectedness by building group-based social identifications through an in-vivo group experience. The G4H-IS program was delivered to a group of international students (N=123) from an international college. New group membership and maintained group membership resulted in reduction in depression, improved life satisfaction and self-esteem over time. However, there was limited evidence that G4H-IS directly affected these outcomes. Nevertheless, feedback from facilitators and participants pointed to ways in which the program might be improved before conducting further trials.Together, the various components of the present thesis point to the ways in which social identity mechanisms impact on identity change in the course of the life transition that international students undergo when moving overseas to study. Findings from the three studies corroborate previous research in showing how maintained and new group membership support health and well-being outcomes, and this thesis provides novel insights into the capacity for these processes to also affect academic performance and drop out. Theoretical and practical implications are discussed, as well as directions for future research.