Which Factors Drive Major Change and University Dropout? An Analysis on International Degree-Seeking Students at German Universities

Introduction: The increasing globalization of higher education has led to a rise in African international students studying at German universities. Mental health issues such as depression and anxiety are prevalent among this group, and understanding the factors that influence their sociocultural and psychological adaptation is critical. This review aims to explore the mental health patterns of African international university students in Germany, focusing on the challenges they face, their psychological adaptation, and access to culturally sensitive mental health services. Methods: The search followed the PRISMA guidelines. A comprehensive search was conducted in PubMed and Google Scholar using specific keywords, including "mental health," "anxiety," "depression," "African international students," and "Germany." Studies that were peer-reviewed, focused on African international students in Germany, and had a social epidemiological emphasis on mental health were included. Results: African students face higher levels of anxiety compared to students from other regions, mainly due to cultural distance and experiences of racism. Despite their significant presence, mental health services tailored to their needs are limited. Due to a shortage of relevant articles, a detailed analysis of African students’ mental health could not be conducted. Conclusion: African international students in Germany may face unique mental health challenges, including heightened anxiety and significant difficulties adapting to their new environment. These challenges are compounded by a lack of culturally tailored mental health services. Addressing these issues requires targeted studies to understand their unique needs and the development of a more inclusive academic environment that supports the specific needs of African students.

Commentary: COVID‐19 Pandemic and Higher Education: International Mobility and Students’ Social Protection

With the increasing trend of international academic mobility, understanding the psychological outcomes of cultural transition has become crucial. The present study aimed to examine the relationship between acculturative stress and meaning in life (MIL), focusing on the mediating roles of difficulties in emotion regulation (DIER) and meaning-centered coping style (MCCS) among international students in Germany. This descriptive-correlational study recruited 443 students enrolled at German universities in 2024 through convenience sampling. Participants completed Sandhu & Asrabadi's Acculturative Stress Scale for International Students, Gratz & Roemer's DIER Scale, Eisenbeck et al.'s Meaning-Centered Coping Scale, and Steger et al.'s Meaning in Life Questionnaire. Data were analyzed using Pearson's correlation coefficient and structural equation modeling (SEM) in SPSS-26 and LISREL-10.20. The findings indicated that acculturative stress was directly and positively associated with the search for meaning, and indirectly associated with both the presence of meaning and the search for meaning through DIER and MCCS. Specifically, acculturative stress was positively related to DIER, which in turn was negatively associated with the presence of meaning and positively with the search for meaning. Additionally, acculturative stress was negatively related to MCCS, which was positively linked to the presence of meaning, but not significantly to the search for meaning. These results underscore the significance of emotional regulation and MCCS in mitigating the psychological effects of acculturative stress and promoting psychological wellbeing among international students.

The experience of loneliness is common among international students who study in a foreign country, away from their home. Loneliness refers to the difference between the actual and desired social relationships highlighting not only the quantity but also the quality of relationships. We argue for a perspective on loneliness that emphasizes its social context rather than relying mainly on individualistic or psychological interpretations prevalent thus far. In this article, we explore network predictors of loneliness among Chinese international students in Germany. Through our analysis of a unique data set, we show that when compared to the local students, international students tend to feel lonelier. Surprisingly, when we discover that when international students have the same network size, those with more emotionally supportive ties tend to experience more loneliness compared to those with fewer emotionally supportive ties. Not surprisingly, having a romantic partner is associated with lower levels of loneliness, especially when they also live in the country of education. Additionally, we find that international Chinese students who struggle to form cross‐national friendships report higher levels of loneliness. By delving into these findings, our research offers a sociological account of loneliness among international Chinese and local students in Germany.

Abstract. Although a sense of university belonging has been established as a crucial factor for students’ academic success and subjective well-being, little is known about its importance regarding the adaptation of international students in Germany. Likewise, few studies have addressed the long-term reciprocal relations of a sense of university belonging and psychological and academic outcomes. To close this research gap, we analyzed data from N = 3,837 international students with a set of cross-lagged panel models. The results showed that a high sense of belonging is beneficial for international students’ adaptation in Germany as it is related to better well-being, higher study satisfaction, and lower drop-out intention. Furthermore, these indicators of psychological and academic adaption predicted the development of a sense of university belonging across the study entrance period, which points to the dynamic relationship between both kinds of constructs. We discuss the theoretical implications and the implementation of interventions that promote a sense of university belonging to increase the psychological and academic adaptation of international students in Germany.

본 연구는 독일의 상황을 중심으로 COVID-19 대유행이, 해외 거주중인 유학생들의삶에 어떤 영향을 미쳤는지에 대해 연구하였다. 이 연구결과는 COVID-19 바이러스확산을 막기 위한 사회 봉쇄가 전 세계 유학생들의 사회적 고립, 정서적 고통, 재정적어려움을 악화시켰다는 것을 보여준다. 사회 봉쇄와 캠퍼스 폐쇄가 계속되는 동안, 이연구의 초점인 독일 내 외국인 유학생들은 사회적 고립과 직업상실로 인한 경제적 어려움, 그리고 학업 중퇴에 대한 불안, 거주 신분과 관련된 두려움으로 고통받고 있다. 독일 내 거주 중인 개발도상국가 유학생들의 경우, 건강과 안전에 대한 우려보다는독일의 경제 상황에 대한 불안과 취업 전망에 대한 우려가 더 높았다. COVID-19 대유행기간 동안 독일 내 외국인 유학생들이 직면했던 수많은 어려움에도 불구하고, 해외 유학장소로서 매력이 지속된다면, 독일로의 유학생이동성(ISM) 회복이 가능할 것이다. 이것은 또한 COVID-19 대유행 기간 동안 독일내 유학생들이 받는 지원의 질과 관련이있을 것이다.

Introduction

The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands

International students’ attitudes towards teachers’ codeswitching to the first language (L1) have not been adequately investigated in cross-cultural English-medium instruction (EMI) settings, where teachers and international students do not share the same L1 while they interact in English as a lingua franca (ELF). To fill that void, this study investigated international postgraduate students from differing majors at a German university that has implemented EMI to enhance its global competitiveness. A questionnaire and semi-structured interviews were employed to measure the international students’ attitudes towards German-native teachers’ English-German codeswitching practices in EMI classrooms. The findings indicated that the participants generally held a negative view of codeswitching in EMI. Humanities students were more opposed to English-German codeswitching than STEM students. Local teachers’ codeswitching was found to constrain the participants’ academic integration and social participation in the university. Importantly, the participants were somewhat open-minded about codeswitching, but effective content delivery and an inclusive instructional space cannot be sacrificed. The findings of international students’ multifaceted understandings of languages offer insights into teaching pedagogies, discipline-specific language policies and administrative support for EMI programmes.

To assess the predictive role of academic stress in anxiety, depression and somatisation among international students in Germany, and to explore if socio-demographic factors were of any significance in this regard. The cross-sectional study was conducted from October 2017 to March 2018 in Germany and comprised students at universities offering programmes in the general subject category and had a strength of 1000 international students. Data was collected using the Student Stress Inventory, Beck Anxiety Inventory, Major Depression Inventory, Pennebaker Inventory of Limbic Languidness and a socio-demographic questionnaire. Data was collected online, and was analysed using SPSS 21. Of the 557 subjects, 261(46.9%) were males. The overall mean age of the sample was 25.77±3.79 years. Academic stress explained a great degree of variance in distress symptoms (p<0.05), while socio-demographic variables, except gender, were less important (p>0.05). Male students had a lower level of anxiety, depression, and somatisation (p<0.05). Age was inversely related to anxiety and somatisation (p<0.05). There was a clear need to address the problems of higher level of psychological and somatic distress among international students.

Studying abroad has become an educational path that many higher education students strive for worldwide. The number of higher education students enrolled outside their home country has risen considerably in recent years (DAAD and DZHW 2019). Even though international students are discursively constructed as a homogeneous group, higher education policy in Germany distinguishes between several subgroups. These individuals may differ from each other to a large extent in terms of study motivation, access pathways, preparedness, legal, financial, institutional constraints as well as in how they experience higher education. Extensive research has been carried out to understand the challenges and experiences of international students. Nevertheless, in most cases the analyses have focused on selected subgroups either from specific countries, social classes or even cultural backgrounds separately. This article addresses a mostly unexplored issue in the field of higher education research which is intragroup self-differentiation processes that international students experience. It is based on a qualitative content analysis of statements made by international students in the context of the joint research project “Success and withdrawal of international students in Germany (SeSaBa)”. The article discusses how international students negotiate multiple labels as they try to integrate into German higher education and society at large. This discussion will contribute to the debate on what higher education institutions can learn from a comprehensive consideration of their international students’ diversity.KeywordsStudent mobilityStudent experienceHigher education internationalizationQualitative research

Against the background of demographic ageing in Germany, there are increasing attempts to attract high qualified labor force from abroad, and there is high interest to retain international students who graduate from German universities. Germany is an important destination country for international students, and the formal conditions for staying on and entering the labor market upon graduation were largely liberated during the past years. Survey results show a high interest for an extended stay in Germany among international students, but retention rates reveal that those intentions are only partly put into practice. This article investigates on this discrepancy. Using a qualitative case study, the attitudes, experiences and future plans of international students in Germany are analyzed focusing on possible intentions to stay for good. The analysis focuses on the question, how decisions to move or stay on are embedded in biographical status passages such as the transition from university to work life. The results show a strong impact of life cycle considerations with regards to future mobility decisions among the interviewees. Both previous and future migratory decisions are negotiated on the basis of a transnational action space, integrating rational argumentation as well as subjectivities and influences from peers and family members.

Very few studies have explored in detail the experiences of Chinese students at German universities, this study is an attempt to create a balance. The research focuses on psychological and sociocultural adjustment experiences of Chinese students at a German university, i.e. Ludwig-Maximilians-Universität in Munich, and their situation after graduation. It reports quantitative and qualitative data and discusses practical implications of the findings. The study provides a starting point for all concerned to review and develop procedures and services which affect the experiences of Chinese students as well as other international students in Germany. Biographische Informationen Dr. Dongmei Zhang, after receiving her bachelor and master degrees in China, was teaching Chinese students, mainly Tibetan. Their different culture and way of life have fascinated her and led her to do academic research about them. She also experienced international cooperation with foreign teachers and students in China. Since she came to Germany, she has met more Chinese students. The richness of their experiences has been attracting her, developing a strong desire to engage in research on various aspects of Chinese students’ life in Germany. In 2014, she earned her PhD degree in Education and Psychology at Ludwig-Maximilians-Universität (LMU) in Munich. She is presently working for the International Office of LMU. Reihe Münchner Beiträge zur Bildungsforschung - Band 30

Introduction In recent years, Germany has experienced a steady rise in international student enrollment at its higher education institutions. While universities publicly commit to diversity, equity, and inclusion (DEI) principles, many fall short in translating these commitments into concrete practices. The lack of initiatives fostering meaningful cross-cultural engagement frequently contributes to integration challenges and experiences of othering. These experiences cause international students to face greater adjustment challenges than their local peers, often resulting in increased feelings of loneliness, depression, and isolation. Limited social interaction and othering can further create barriers in accessing health information and services. In this challenging time, however, it is particularly important to have access to health information and services that support and advise international students in coping with emotional and social difficulties. Drawing on social capital theory, this study examines the interrelationship between international students’ experiences of othering, their ties within their country of origin and Germany—reflected in their acculturation trajectories—and access to health information. Methods To examine these interrelations and the role of othering in these processes, we conducted interviews with 15 international students in Germany. Results The findings indicate that acculturation trajectories are reflected in participants’ health information repertoires, particularly regarding access to trusted individuals as health information sources. Participants undergoing integration typically reported utilizing a broader set of sources from multiple cultural contexts, whereas those experiencing separation or assimilation tended to rely on sources from only one context. Experiences of social othering—particularly within university settings—shaped the international students’ acculturation trajectories, especially among those experiencing separation. Linguistic exclusion and discriminatory behaviors by health professionals prompted many participants to avoid medical consultations and instead rely more on online sources. Discussion These findings underscore the need for cultural sensitivity training among health professionals and institutional efforts to counteract othering on campus through comprehensive integration strategies and cross-cultural engagement initiatives.

This study examined the role of perceived discrimination, social connectedness, age, gender, years of study in the US, English language competency, and social contact patterns on adjustment difficulties among a sample of 229 Turkish international students studying in the United States. Findings indicated that students who reported higher levels of social connectedness, lower levels of perceived discrimination, more years of study in the US, and higher levels of English language competency reported lower levels of adjustment difficulties. Other results showed that (lack of) social connectedness and perceived discrimination were predictors of adjustment difficulties. In addition, results indicated that students who socialized with individuals from the US had lower levels of adjustment difficulties than did those who socialized with coculture members. Implications are discussed and suggestions for interventions are provided.