International University Students Research Articles

A blended group intervention to promote social connectedness and wellbeing among international university students: an exploratory study

IntroductionLoneliness is a prevalent issue among international university students, often exacerbated by cultural and linguistic barriers. This pilot study aims to assess the feasibility, acceptability and impact of a blended intervention to promote international students’ social connectedness and well-being.MethodsA sample of 49 international students from the University of Padua (Italy) was recruited. The study followed the methodology of a non-randomized controlled trial comparing a blended intervention (comprising group activities and online self-help materials) with two other active conditions (self-help only and peer-to-peer interventions) and a control condition at two times (baseline and at 8 weeks). Participants completed a survey to assess their satisfaction with the interventions, changes in their interactions and wellbeing. They also filled in some questionnaires to measure anxiety, depression, perceived social support, loneliness and satisfaction with life. A mixed-method analysis was conducted.ResultsResults showed that interventions involving in-person activities had significant advantages over self-help intervention in terms of interaction improvement and a higher number of relationships. Participants perceived self-help materials as more relevant, satisfactory, and functional within the blended group compared to the self-help group. Contrary to the control group, the blended and peer-to-peer groups reported lower scores on the standardized measures of loneliness, anxiety, and depression, and higher scores on satisfaction with life, collected pre- and post-intervention. The thematic analysis of the answers to the open-ended questions showed that in-person group activities provided the opportunity to compare themselves with peers and have a direct experience of new social connections.DiscussionThe findings highlight the importance of translating insights from self-help materials into active and direct social experiences, to reduce loneliness through the emergence of new perspectives and shared meaning making.

From EFL to ESL: unveiling willingness to communicate (WTC) in English among Chinese international students in a multilingual context

ABSTRACT Chinese international students are often observed to be reticent or less willing to communicate in their L2 in both English as a Foreign Language (EFL) contexts and during their studies abroad in Western countries. However, as English solidifies its status as a global language, effective communication skills are increasingly prioritised over attaining native-like proficiency. Consequently, more EFL learners are seeking opportunities to study in ESL countries, such as Malaysia. Despite this trend, research on L2 Willingness to Communicate (WTC) among Chinese students in English as a Second Language (ESL) contexts remains limited. This mixed-methods study reveals that Chinese international university students in Malaysia demonstrate a moderate level of L2 WTC, with the highest levels occurring in interactions with friends and the lowest in interactions with strangers. Additionally, they exhibit a greater propensity to engage in public and group settings than in dyadic interactions. The study identifies four categories of factors influencing participants’ WTC in English: individual, socio-cultural, educational, and environmental factors. These findings offer valuable insights into the challenges Chinese students face in communicating in English within ESL settings, illuminating the factors affecting their WTC during their study abroad experiences.

Experiences and Challenges of University International Students During Covid-19: A Qualitative Study

ABSTRACT International university students faced unique COVID-19-related challenges and stressors, as well as anti-Asian xenophobia, discrimination, and student visa regulations during the COVID-19 pandemic in 2020. This qualitative data analysis study aimed to understand international university student’s unique challenges and experiences during the COVID-19 pandemic. Through phenomenological and trajectory analyses on 10 international university students’ interviews conducted in April 2020 and again in November 2020, the results showed that international students reported changes in experiences during the COVID-19 pandemic, stressors, and coping strategies over the course of six months. Implications of the findings, as well as limitations and future directions, were discussed.

Depression among Saudi international university students and its associated risk factors

IntroductionDepression disorders are one of the most widespread mental disorders among college students. In university students, depression has been associated with lower academic performance, worse work performance, and increased dropout risk. his study aims to assess the prevalence of depression and highlight risk factors among Saudi international university students (IUS) in the United States (US), the United Kingdom (UK), and Australia.Subject and methodsThis cross-sectional study was conducted among Saudi students who chose to study abroad. A self-administered online questionnaire was sent to the students using an online survey. The questionnaire includes socio-demographic data (e.g., age, gender, specialty, etc.), medical characteristics, social status, and the Patient Health Questionnaire (PHQ-8) to assess the student's depression.ResultsOf the 401 students, 52.4% were younger (age 18 – 25 years), and more than half were males (53.9%). Most of the participants were studying in the US (46.6%), followed by the UK (40.6%) and Australia (12.7%). The rate of major depression among Saudi students studying abroad was 40.4%. In univariate analysis, major depression was influenced by age, marital status, specialty, personal and family history of mental illness, contact with family and friends, and feeling like a stranger. However, after conducting multivariate regression analysis, previous diagnoses of mental illness and feeling a stranger were identified as the significant independent risk factors for major depression.ConclusionThis study provides insights into the prevalence and risk factors associated with depression among Saudi IUS. The prevalence of major depression among Saudi IUS was 40.4%. Previous history of mental illness and feeling like strangers were identified as the most prominent risk factors in this study. Identifying the prevalence and contributing factors of depression can guide academic institutions and governments in the development of effective interventions and support for IUS’s mental well-being. Future research could diversify the sample and employ longitudinal designs.

Can positive emotional writing improve the emotional health level of international medical students? Evidence from a randomized controlled trial

BackgroundDepression and anxiety are common psychological issues among international medical students in universities, which have serious negative impacts on their learning and life. The present study aimed to evaluate the efficacy of positive emotional writing in alleviating symptoms of anxiety and depression, as well as enhancing subjective well-being among this population.MethodThis study was conducted at an international college of a comprehensive university in central China. A total of ninety-two participants who met the inclusion criteria were recruited to participate in a single-blind randomized controlled trial, in which participants were not aware that there was an experimental group and a control group. Participants in control received daily psychological care weekly for 8 weeks (n = 46). Correspondingly, participants in experimental group received the positive emotional writing intervention on the basis of daily psychological care. Self-Rating Depression Scale (SDS), Self-Rating Anxiety Scale (SAS) and General Well-being Scale (GWB) were used to evaluate the effect of the intervention. Data from 89 students who completed the entire study (experimental group, n = 44; control group, n = 45) were analyzed.ResultsAfter the intervention, the scores of SDS and SAS in the experimental group significantly decreased, while the subjective well-being score significantly increased. Although the SAS score of the control group after intervention was significantly lower than before, the decrease in SDS and SAS scores, as well as the increase in GWB score, were significantly greater in the experimental group than in the control group.ConclusionThe findings suggest that positive emotional writing can effectively reduce the depression and anxiety of international medical students, and significantly enhance their subjective well-being, providing ideas for management to solve the psychological problems of international medical students.Trial registration numberChiCTR2400087815. Registered at Chinese Clinical Trial Registry.

Parental Involvement and Mental Well-Being of Chinese International Students

This research examines the impact of parental involvement during elementary school on the mental well-being of Chinese international college students. It aims to uncover how early parental support influences mental health as these students navigate the challenges of higher education abroad. The study highlights that while parental involvement can enhance academic performance, self-esteem, and social skills, its long-term effects on international students remain underexplored. By using a mixed-methods approach with data from 200 Chinese students at Johns Hopkins University and qualitative interviews, the study seeks to identify which forms of involvementsuch as direct academic support, emotional support, and extracurricular engagementare most beneficial or detrimental to mental well-being. The findings are expected to provide insights for educators, parents, and policymakers to develop culturally sensitive support systems that enhance both academic success and mental health for international students.

English varieties in Thai higher education: Views of international university students across Kachru’s circles

This qualitative study aimed to investigate the perceptions and adaptation strategies of international university students from Kachru’s Inner, Outer, and Expanding Circles regarding English varieties in Thai higher education. For data collection, the study used semi-structured interviews with six students chosen through purposive sampling: one from the Inner Circle, two from the Outer Circle, and three from the Expanding Circle. Qualitative content analysis was used to analyze the data. The research aimed to provide a comprehensive understanding of how these students experience and engage with English varieties within their English programs. The context of globalization and internationalization highlights the growing prevalence of English programs in Thai universities, making it essential to explore how diverse linguistic backgrounds impact students’ learning experiences. The findings reveal that students encounter distinct challenges based on the English varieties, affecting the participants’ academic adaptation and overall engagement. The study underscores the importance of acknowledging and incorporating multiple English varieties into educational practices to support international students better. This research contributes to the broader discourse on Global Englishes (GE) by analyzing qualitative data from interviews, emphasizing the need for inclusive and adaptable pedagogical approaches.

First-year domestic and international university students’ knowledge and use of mental health services and self-care practices in Australia

ABSTRACT Objective Transitioning to university brings challenges and stress that could be mitigated through self-care practices and knowledge and use of mental health services. This study examined these variables in first-year students at an Australian university, exploring any differences between international and domestic students and whether demographic variables and psychological distress influence knowledge and use of mental health services and self-care practices. Method Participants were 821 first-year students (77.6% female, 25.2% international, Mage = 20.7, SDage = 5.54 years). Measures included the Mental Health Literacy Scale, purpose-written questions about awareness, confidence, and engagement with mental health services, self-care knowledge and use, and PsyCheck. T-tests examined differences between domestic and international students. Hierarchical regression analysis assessed relationships between demographic factors, psychological distress, and mental health-related variables. Results Compared with international students, domestic students had greater awareness, confidence, and engagement in mental health services, and better self-care knowledge. Demographic variables were associated with mental health outcomes, with limited model strength. Psychological distress was associated with less knowledge and confidence in accessing mental health services yet higher engagement with services, and lower self-care knowledge and use. Conclusions The findings underscore the need for targeted mental health resources, particularly for international students and those experiencing higher psychological distress.

Non-partner Sexual Violence Among International College Students in the United States

The prevalence of non-partner sexual violence among college students is a pressing concern that demands urgent attention. Although an integral part of the education system, international college students are often underrepresented in various studies. This calls attention to understanding the cultural nuances and multiple factors affecting this population. The current research delves into the experiences of sexual abuse among international students within the last 12 months, focusing specifically on incidents where sexual penetration or unwanted sexual touching occurred without consent. The study sheds light on the frequency and demographics associated with these distressing incidents using data from a large-scale survey conducted over the past year, encompassing a sample size of 13,242 international student respondents. Results reveal alarming statistics, with a substantial proportion of international students reporting experiences of non-partner sexual violence. Specifically, 4.8% of participants reported being sexually touched without consent, 1.9% reported attempted sexual penetration without consent, and 1.6% reported actual sexual penetration or being made to penetrate someone without consent. Moreover, the analysis indicates significant associations between experiences of sexual abuse and key demographic variables such as gender, relationship status, and number of sexual partners. Further exploration through univariate regression unveils compelling insights into the intersectionality of sexual violence, highlighting disparities based on biological sex, relationship status, and number of sexual partners among international students. The present study underscores the urgent need for comprehensive prevention and intervention strategies to address the pervasive issue of non-partner sexual violence among international college students. By understanding the dynamics of these incidents and their correlates, institutions can tailor support services, advocacy efforts, and educational initiatives to create safer and more inclusive environments for all international students.

A Preliminary Study on Current Status of Employment Guidance Work of International Students and Improving Strategies in S Province China

With the continuous opening-up to the world and the continuous improvement of the higher education quality, a growing number of international students are choosing Chinese universities for pursuing their further study. At present, China has become the largest destination in Asia and the third largest destination in the world for studying abroad (Miao & Qu, 2022). In addition to the high quality of the educational environment, the ever-growing economic situation and the vast job market have also become one of the most important factors that influence international students to choose to study in China. Around 2017, with the adjustment of relevant national and local policies for the employment of international students, the employment environment for international students in China has become more relaxed and transparent. Meanwhile, more Chinese enterprises have gradually become internationalized and the demand for international talents has also been increasing, thus providing more opportunities for international students to work in China. The gradually favorable employment environment for international students has prompted universities to continuously strengthen, prioritize and improve the employment guidance work for international students. This paper selected one provincial university in S Province, aimed to explore the current situation of international students’ employment management, the challenges they face, the necessity of employment guidance for international students in universities and the suggestions for employment guidance management. Through questionnaire with the international students and the semi-structured interviews with the international students and administrators of international student management to summarize and analyze the challenges faced by the current employment guidance work for international students. Hope the findings of this paper can provide feasible strategic suggestions for the employment guidance management of international students in S Province.

Interventions to enhance mental health and wellbeing among international college students: A systematic review and meta-analysis protocol.

International students contribute significantly to both the economy and the intellectual and cultural landscape of host countries. Their interactions with domestic students foster personal, socioeconomic, and political development, promopting a broader understanding of diverse cultures and values. This highlights how crucial international education is for staying competitive globally. However, international students often face challenges such as poor mental health, linguistic and cultural barriers, acculturative stress, and limited health literacy. Therefore, supporting their academic success and well-being on college campuses is essential. This protocol aims to describe strategies used to evaluate the effect of interventions on international students' mental health and wellbeing and propose directions for future research based on the evidence. We will conduct an extensive search in several databases including CINAHL, PubMed, Web of Science, PsyInFO, ERIC, and Google Scholar with no date limits. Two reviewers will independently screen the literature and extract data. We will then conduct meta-analyses of the extracted data. To the best of our knowledge, this study is the first systematic review with meta-analysis focusing on interventions to enhance mental health and wellbeing among international college students. This study will provide most updated empirical evidence on the effects of interventions aimed to improve international students' mental health and wellbeing. The findings from this study will summarize the importance of a range of interventions being available to international students who experience psychological distress and the effectiveness of each intervention. This study will also highlight the gap for researchers to focus on for future studies. PROSPERO registration number: CRD42024528767.

Analysing University Students’ Digital Skills Gap and Its Implications for SDGS: an Empirical Investigation

Objective: This paper aims to provide further insight into digital skills and analyse the digital skills gap among university students. Theoretical Framework: The underpinning framework of this study is the digital skills measurement framework and tools that can be used to measure students' digital skills to find the digital skills gap. Method: Data were collected from a sample of international university students using an online questionnaire designed specifically for this purpose. The collected data were analysed using the statistical package for the social sciences (SPSS). Results and Discussion: The main findings show that the common digital skills gap falls between 10% to 48%, the work digital skills gap falls between 14% and 40%, and the advanced digital skills gap falls between 8% to 54%; where the majority of the related areas to advanced digital skills gap exceeds 30%. The results indicate that reducing the digital skills gap requires a combination of digital skills categories (common, work, and advanced digital skills) to be possessed by university students which are essential for everyday life and the workplace. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in university education. These implications could encompass modifications in the university curriculums to be compatible with SDGs. Originality/Value: This study contributes to the literature by providing further insight to the digital skills gap, and recommends incorporating knowledge and skills for the digital skills activities in universities’ curriculums.

Acculturation in China: acculturation strategies, social support, and self-assessment of Mandarin learning performance of international students in Chinese universities

ABSTRACT Acculturation strategies contribute to international students’ self-assessment of Mandarin learning (ML) performance, but the mechanism remains unclear. This study employed a convergent design of mixed methods and explored the roles of acculturation strategies and local support resources in international students’ (ISs) self-assessed ML performance in Chinese universities. The quantitative findings based on the questionnaire survey (N = 520) found that ISs’ Mandarin level was positively associated with the integration strategy and local support resources (i.e. Chinese teachers and Chinese friends). Besides, integration and marginalisation mediated the relationship between support resources and self-assessed ML performance, with integration acting as a more positive mediator compared with marginalisation. Further qualitative findings based on the longitudinal data (i.e. reflective journals) supported the positive roles of integration and local support resources in self-assessed ML performance. Moreover, this study identified how ISs improved their Mandarin through positive adjustments in their acculturation strategies (e.g. from separation to integration) and active mobilisation of local support resources. These findings provide a richer understanding of the complexity and dynamism of ISs’ self-assessed ML performance. Implications were provided for ISs and Chinese universities concerning ML and support services.

Acceptance of artificial intelligence and its effect on entrepreneurial intention in foreign trade students: a mirror analysis

Artificial intelligence (AI) has experienced a significant increase in its application in the educational field worldwide. This study aimed to analyze the acceptance of AI and its effect on the entrepreneurial intentions of international trade university students in Peru and Ecuador. With a quantitative approach and a non-experimental applied design, an online survey was administered to international trade students from Peru and Ecuador. Amos version 24 software was used to obtain model fit indices and perform gender-based invariance tests. Additionally, SmartPLS statistical software, based on the partial least squares (PLS) technique, was employed to test the hypotheses of the structural equation model (SEM). The measurement model presented acceptable fit indices. When calculating invariance, the configural, metric, and scalar models were satisfactory, although the residual model was not confirmed. It was found that hedonic motivation, habit, and performance expectations influenced international trade students’ intention to use AI. Likewise, it was discovered that the intention to use AI tools has an effect on entrepreneurial intention. Gender and age did not moderate the effect of AI usage intention on entrepreneurial intention. The study provides empirical evidence on the acceptance of AI and its influence on students’ entrepreneurial intentions, offering valuable information for educators, policymakers, and technology developers in the educational field.

The social media usage and their effect on Tourism marketing behavior A Study among University International Students in Indonesia

This study investigates the impact of social media on tourism marketing behavior among international students in Indonesia. Employing a descriptive research method utilizing a qualitative approach, in some groups it was conducted with international students to explore their travel experiences and the influence of social media on their destination choices. The findings reveal that social media plays a significant role in shaping students' travel decisions, with a particular emphasis on the importance of visual platforms like Instagram and YouTube and their specific interests in how and where to visit with the help of these platforms. This research contributes to the existing literature on the role of social media in tourism marketing and provides insights into the preferences and behaviors of international students, a key demographic in the tourism industry. The discussion covers the range of interests that students have in artificial, cultural, and natural tourism as well as more niche types including MICE, health, and information tourism. Notably, participants stressed the need for thorough travel information, especially about lodging, meals, transportation, and guided tours information that is mostly found online. The study emphasizes how social media use and the diverse range of tourist experiences that foreign students in Indonesia are looking for are intricately related. Overall, this investigation clarifies the mutually beneficial relationship between social media dynamics and traveller behaviours, revealing information that is essential for academics and industry participants to comprehend in order to fully utilize digital platforms in modern tourism.

The Relationship Between Socioeconomic Status Background and Sense of Belonging Among University Students in Malaysia

A sense of belonging is increasingly emphasized in higher education. This is because belonging plays an important role in the well-being of students in education. In this study, the socio-economic background is examined to identify its relationship to student’s sense of belonging. Therefore, this study was conducted by implementing a quantitative research design to figure out the relationship. The data were collected by distributing questionnaires to 320 UNITAR International University students through Google Form platform. Based on the analysis of the data, this study discovered that there is a significant relationship between socioeconomic status and a sense of belonging among UNITAR International University students. Further research needs to be conducted to identify a clearer link between socioeconomic status and a sense of belonging in this study. Improvements to study instruments also need to be made to obtain more systematic and clearer findings.

The impact of online interaction and information technology accessibility on academic engagement among international undergraduate students in Chinese universities: The mediating effect of learning interest

Academic engagement was recognized as a crucial predictor to measure the effectiveness of online teaching of international students. Therefore, this study established a mediating model to explore the mechanism underlying of interaction and information technology accessibility on academic engagement of international students, as well as the impact of learning interest on these mechanisms with the context of online teaching. Using a stratified random sampling method, 1895 international students from 32 Chinese universities were selected. These international students had completed the academic engagement scale, interaction scale, information technology accessibility scale, and learning interest scale. The study variables were analyzed in sequence for reliability and validity, common method biases test, correlation analysis, structural equation model testing, and bias-corrected percentile Bootstrap testing. The results revealed that online interaction positively affected the academic engagement of international students in Chinese universities (β= 0.35, p < 0.001), and learning interest played a partial mediating role between online interaction and academic engagement (indirect effect = 0.10, 95 % Boot CI = [0.06, 0.13], p < 0.001). Information technology accessibility did not have a direct impact on academic engagement (β= 0.06, p > 0.05); but learning interest played a complete mediating role between information technology accessibility and academic engagement (indirect effect = 0.09, 95 % Boot CI = [0.05, 0.11], p < 0.001). The results of Bootstrap showed that the mediating effects within the model were significant. The findings of this study explored the potential mechanism underlying the online academic engagement of international students in Chinese universities, and provided empirical evidence for universities and educators to implement differentiated learning support, assist international students in adapting to online learning styles, and stimulate the endogenous motivation of students' learning.

Acculturative stress and depressive symptoms among international university students: A meta-analytic investigation

Research has consistently supported a positive relationship between acculturative stress and depression among international students. However, variations in findings have indicated the need for a quantitative synthesis of existing studies. This random-effects meta-analysis included twenty-four independent studies meeting eligibility criteria, comprising 5712 international university students (Female = 55.56 %; mean age = 24.49, range 17–64 years old). Findings revealed a robust relationship (Fisher’s Z = 0.531; CI [0.305, 0.756]; p < 0.001) between acculturative stress and depressive symptoms among international university students, indicating a large effect (Cohen, 1992). Moderating variables such as age, gender, host culture, and measurement scales showed no significant effects on this association. The findings confirmed the positive correlation between acculturative stress and depression, showing that increased levels of acculturative stress among international university students are linked to higher levels of depression. The results suggest the potentially pivotal role of acculturative stress in understanding and addressing depressive symptoms among international university students. Importantly, the study highlights the need for future research involving a more diverse range of international students and countries, given the predominance of studies conducted in the United States with samples primarily of Asian origin.

Effects of social determinants on the health outcomes and academic success of international college students in Georgia, United States

Objective: Although there are many international college students in the state of Georgia, few studies have been conducted on how social determinants affect their health outcomes and academic success. This study examined the effects of social determinants on the health outcomes and academic success of international college students in Georgia. Participants: Participants were international college students (n = 136) in Georgia. Methods: A mixed methods cross-sectional design was used for the study. Results: The lack of access to sufficient funds caused study participants to experience anxiety (39.0%), depression (20.6%), and stress (52.9%). Cultural differences (16.9%), lack of access to health care (15.4%), transportation (14.7%), poor housing (7.4%), and financial insecurity (54.5%) affected study participant health outcomes and academic success. Conclusion: Addressing financial insecurity, the lack of access to health care, poor housing, transportation issues, and cultural differences experienced by international college students in Georgia, is crucial to their health outcomes and academic success.

Participatory Design in Suicide Prevention: A Qualitative Study of International Students' Experiences of Adapting the LivingWorks safeTALK Programme.

Current suicide prevention approaches are not adapted to international student needs, and participatory design is a method that may facilitate the development or adaptation of appropriate programmes for this group. This qualitative study investigated the experiences of international university students studying in Australia who participated in a co-consultation process to adapt the LivingWorks safeTALK suicide prevention programme. Eight international students from the co-consultation workshop completed semi-structured interviews about their workshop experience. The data were analysed using reflexive thematic analysis. The findings showed that participants found the co-consultation process empowering and engaging. They also reported that the experience promoted mutual learning and challenged simplistic views of suicide. No students reported experiencing distress. Suggestions for improving participatory design for international students focussed on enhancing participant interaction, supporting quiet voices to be heardand ensuring understanding of mental health and suicide through shared language. This study underscores the value of participatory design in suicide prevention, emphasising its potential to empower international students and facilitate culturally sensitive programme adaptations. International students were involved in the co-consultation process to redevelop the training content and provided a series of recommendations for improving such processes for international students in the future. The two researchers who conducted the interviews and data analysis were former international students.