Support For International Students Research Articles

외국인 유학생의 문화적응 스트레스 인식 수준이 학교생활 만족도에 미치는 영향: 학교지지의 조절효과

Objectives The purpose of this study is to verify the effect of the level of cultural adaptation stress perception per ceived by foreign students studying in Korea on school life satisfaction, and to explore the moderating effect of teacher support and friend support in this influence relationship. Methods 200 foreign students studying in language schools and universities in Seoul and Gyeonggi Province were surveyed to collect data, and factor analysis, correlation analysis, and multiple regression analysis were performed using SPSS 26.0 to analyze the relationship between cultural adaptation stress, school life satisfaction, and school support. Results The cultural adaptation stresses of foreign students, cultural shock and nostalgia acted as a factor that hindered school life satisfaction, and economic concerns rather increased school life satisfaction. In addition, no moderating effect was observed in school support, but teacher support among school support acted as a direct factor to increase the satisfaction of foreign students in school life. Conclusions In order to increase the satisfaction of foreign students in school life, it is necessary to prepare alter natives to reduce cultural shock and nostalgia. Due to these research results, this researcher suggested the devel opment and application of professional counseling programs for international students and the improvement of the effectiveness of exclusive scholarship support for international students.

Psychological experience of international students in South Korea: a photovoice study

ABSTRACT Objective The reason for studying abroad is not only about experiencing a new culture but also about getting a better and quality education. Amongst countries with the best education systems, South Korea is considered one of the top destinations for international students. When young people become international students, they are exposed to life experiences that produce psychological responses to the environment around them. This study explores international students’ psychological experiences while studying and living in South Korea. Method The photovoice approach is used to explore stories from participants through the photos they take. Five international students in South Korea participated in this study. Participants were asked to take pictures, interviewed, engaged in an online focus group, and participated in a photo dissemination session to ensure the complete participatory action research cycle. Thematic analysis was done to produce findings. Results It was found that international students in South Korea experienced various things related to campus life, social support, and changes in perspective. Conclusions These findings highlight the importance of providing intrapersonal and social support for international students.

Toward learning recovery: challenges of international students in China during COVID-19 online learning experience

Purpose The COVID-19 pandemic has highlighted the vulnerability of international students’ education in our V.U.C.A (Volatility, Uncertainty, Complexity and Ambiguity) world. It has challenged higher education institutions to deliver quality and equitable education aligned with Sustainable Development Goal no. 4. However, studies indicate that this pandemic has significantly impacted international students in terms of both policy implementation and academic experiences in online learning. Therefore, this study aims to explore the lessons learned from the online learning experience of international students studying in China during the COVID-19 pandemic. Design/methodology/approach This study employed an online survey to explore international students’ experiences with online learning during the COVID-19 pandemic. Using Microsoft Forms, it collected 125 responses from international students studying at Project 211 universities. The survey included responses from 67 male and 58 female international students. Among these, 80 students studied online from locations outside China, while 45 participated in online learning from within China. Findings The study revealed that international students in China faced significant challenges during online learning, including academic disruptions, technological barriers, financial strain and psychological stress, exacerbated by time zone differences and isolation. Despite these obstacles, students demonstrated learning resilience by employing strategies such as self-regulation, peer collaboration and skill development in technology use. Originality/value This study addresses the existing gap in proper support for international students, particularly during times of crisis. It highlights lessons learned from the pandemic and presents mitigation strategies based on the participants’ perspectives. These strategies aim to address the learning poverty identified by the World Bank.

Supporting International Students' Success: How Can we Further Enhance Policies for Facilitating the Academic Transition of International Students?

Supporting International Students' Success: How Can we Further Enhance Policies for Facilitating the Academic Transition of International Students?

EXAMINING THE ROLE OF INSTITUTIONAL SUPPORT ON INTERNATIONAL DOCTORAL WOMEN’S STEM PERSISTENCE AND MENTAL HEALTH

This study examines how advisor support, support from within their STEM social environment, and belonging in STEM influenced international doctoral women's STEM persistence and psychological well-being. It was guided by an intersectionality framework, and our sample consisted of 118 international women students enrolled in US-based STEM doctoral programs. Overall, the results indicated that social support from within one's STEM program (i.e., institutional support) and feelings of belonging positively influenced international women doctoral students' mental health and STEM persistence. Path analysis revealed that the direct effects of advisor support on STEM persistence intentions, perceived social support on belonging, and belonging on STEM persistence intentions were positive and significant, while the direct effect of belonging on psychological distress was negative and significant. Results of our mediation analysis indicate that belonging is a statistically significant pathway in deepening our understanding of the relationship between support and psychological distress, as well as with STEM persistence intentions. Implications and recommendations for how STEM faculty can better support international women doctoral students are discussed.

Assessing High School Preparedness for University Engineering Programs: A Study of First-Year Students at the University of Saskatchewan

The transition from high school to engineering school is notably challenging, exacerbated by the COVID-19 disruptions. The College of Engineering at the University of Saskatchewan introduced Summer Top Up (STU) quizzes to enhance incoming students' readiness, covering essential subjects like Math, Physics, Chemistry, Reading and Writing, Indigenous Culture, and Computer Programming. The perceived usefulness of these quizzes is analyzed using survey results from first-year engineering cohorts (2021-2022 and 2022-2023). The survey also examined students' self-confidence and self-perceived preparedness from high school upon entering first-year engineering, considering demographic factors. Findings revealed no gender disparities but noted differences in preparedness levels based on age, regional background, and community background. The STU quizzes were generally well-received, though their effectiveness varied across subjects. The study recommends targeted support for older, rural, and international students and emphasizes the importance of refining preparatory programs to align with students' needs.

A Review of Chatbots Application on Supporting International Students’ Mental Health

International students face distinctive challenges, including acculturative stress, homesickness, language barriers, and heightened academic expectations. As a result, their mental health and overall well-being have become subjects of growing concern and significance in academic and support communities worldwide. The emergence of AI technologies, like ChatGPT, opens new avenues for international student mental health interventions. However, no specific Chatbot has been approved as effective for this population. This study aims to comprehensively summarize Chatbot applications in mental health counseling and analyze the challenges of applying them to international students. The study found that prominent Chatbots could demonstrate efficacy in reducing symptoms of depression and anxiety through techniques such as cognitive behavioral therapy (CBT). Chatbots are becoming integral to mental health care, providing accessible and evidence-based interventions and psychoeducation. Compared with traditional in-personal mental health counselling, a Chatbot is more functioning in providing personalized therapy sessions, essay accessibility, real-time responses, and suitable assistance, which could solve current challenges and unmet mental health counselling needs of international students. Despite their potential, ethical considerations and privacy challenges must be addressed to ensure reliable and secure use. Continued refinement is needed for international students’ application to enhance multicultural sensitivity, the accuracy of cross-language interpretation, and personalization. The evolution of Chatbots holds significant promise for enhancing mental health support, particularly for international students navigating and coping with their unique challenges.

In-person and computer-mediated social support for international students at U.S. universities: Associations with acculturative stress and mental health

Objectives: The current study explored whether social support received from either mediated or in-person contact varied among international students depending on the level of social ties (stronger/weaker) with existing support groups. This study also examined whether in-person or computer mediated social support (CMSS) is a better predictor of acculturative stress which might influence mental health of international students. Methods: An online survey was conducted among 179 international students across three U.S. universities. Results: Results showed that international students perceive stronger online social ties compared to in-person social ties, t(125)=– 3.57, p < .001. Stronger ties with CMSS significantly negatively influence acculturative stress compared to in-person social support for international students, (b = −0.24, 95% CI [-0.45, −0.03]). This indicates that as CMSS increases, acculturative stress decreases among international students. Conclusions: This study concludes that online social support groups can positively influence mental health of college student populations, particularly those who feel stressed out.

Implementation of an ePortfolio to promote professional pathways: A case study of international students in Australian higher education

Given the current status of ‘English as a global language’, master’s and postgraduate programs in Applied Linguistics and TESOL are becoming an increasingly popular choice for international students in Australia and elsewhere. However, international students enrolled in such programs often lack practical experience and a potential employment pathway. In this respect, an ePortfolio as an assessment tool has been found to assist students to become independent thinkers as they develop self-regulated, purpose-driven behaviours during construction of their ePortfolio. However, building an ePortfolio is a new concept for many of the international students in Australian higher education. The aim of this case study research was thus to identify the support international students require in completion of their ePortfolios. Research data in this mixed method study was collected through two survey questionnaires applied to international students within a course requiring an ePortfolio as a major assessment item. Results indicate the need for more focused training for these students not only in how to structure their ePortfolios, but also more broadly in the employability skills needed in the Australian workplace. This research will help to improve the design of similar courses, and consequently to improve the learning experience for future international students undertaking such courses.

Navigating Cultural Crossroads: Supporting International Students’ Mental Health Through the Lens of Transnational Identity Development

This article explores the unique mental health needs and help-seeking behaviors of international students studying in the United States, emphasizing the importance of culturally sensitive interventions. Key topics discussed include the role of acculturation in mental health, the impact of social support and perceived discrimination, and cultural influences on service utilization. The article highlights the need for comprehensive support systems that foster inclusion, address discrimination, and enhance well-being. Additionally, it introduces the concept of transnational identity development, examining how international students navigate their identities across cultural boundaries and the implications for mental health. Recommendations for counselors include culturally sensitive assessment, targeted acculturation support, collaboration with community services, and the use of narrative therapy to explore transnational experiences and redefine identity. We also provide a case study illustrating the application of these strategies in supporting an international student’s mental health through the lens of transnational identity development.

THE MEDIATING ROLE OF SOCIAL SUPPORT IN THE RELATIONSHIP BETWEEN POSITIVE PSYCHOLOGICAL CAPITAL AND SOCIOCULTURAL ADAPTATION AMONG CHINESE INTERNATIONAL STUDENTS AT MALAYSIAN UNIVERSITY

The purpose of this study is to investigate the relationship and mechanisms influencing the positive psychological capital, social support and sociocultural adaptation of Chinese international students pursuing higher education in Malaysian universities. Through quantitative research methods, the mechanisms that facilitate or hinder the successful sociocultural adaptation of Chinese international students to a new sociocultural environment are revealed. Given the increasing popularity of cross-border international student mobility, this study is highly relevant and provides important insights into the potential opportunities and challenges posed by such mobility. The findings suggest a significant positive relationship between psychological resources (positive psychological capital) and sociocultural adaptation among Chinese overseas students. Meanwhile, social support played a partial mediating role, facilitating the transformation of internal strengths (psychological capital) to external outcomes (sociocultural adaptation). The findings of this study have important implications for university assistance programmes that aim to improve the success and well-being of Chinese overseas students by enhancing psychological resources. Furthermore, this investigation contributes fresh insights to the wider discourse on intercultural education, clarifying how psychological elements impact international student adjustment within such contexts. It serves as a foundation for crafting more impactful interventions targeted at mitigating acculturative stress encountered by international students during their overseas academic pursuits.

International Spouses’ Goals and Investment in Language Learning Programs

International spouses, individuals who accompany a partner studying in a foreign country, are an important source of support for international students and scholars, yet many academic institutions overlook this population. Research indicates that many international spouses benefit from joining language programs; however, there has been no research on how to design such programs to support international spouses. By drawing on the theoretical constructs of investment (Darvin &amp; Norton, 2015) and capital (Bourdieu, 1986), this study investigates the goals of international spouses, the relationship between these goals and English proficiency, and how international spouses perceived the language resources available to them. Semi-structured interviews with 15 (8 female, 7 male) international spouses in the U.S. revealed that the participants viewed English as relevant to their professional, social, and cultural goals, and that various factors influenced which ESL programs they joined. This study concludes with recommendations for designing programs to support international spouses.

Caught ‘in-between’: insights into international students’ doctoral thesis writing practices in China

ABSTRACT An increasing number of international students pursue doctoral studies in China, a non-traditional learning destination compared with English-dominated Western countries. Despite considerable research on the challenges doctoral students face when writing theses in English in Western countries, relatively few studies have explored comparable issues in China. Drawing upon Bourdieu’s thinking tools of field, habitus, and capital and the notion of in-between space, this qualitative exploratory study analysed 23 international doctoral students’ thesis-writing experiences in a Chinese university. Findings suggest challenges in English and Chinese-based writing co-exist in students’ thesis-writing practices, especially regarding grammar and vocabulary issues. The lack of understanding of Chinese sociocultural contexts and support from universities and supervisors negatively impacted thesis writing in both languages. Many students relied on translations, technology-based tools, and external helpers to resolve such issues, progressively forming a technology-mediated in-between writing habitus. These practices cultivate a hybridised higher education ‘sub-field’ with blurred linguistic boundaries. The study highlights the need for greater support for international doctoral students’ writing practices in emerging learning destinations like China.

The emergence of multipolarity in global higher education: the Belt and Road Initiative and African students’ motivations to pursue postgraduate education in China

ABSTRACT The past decade has witnessed an unprecedented transformation of China into an important “receiving” nation for international student mobility (ISM), underscored by the Belt and Road Initiative (BRI)-tied African countries becoming the main import markets. The emerging China-bound ISM, driven by contextually-specific motivations, necessitates a re-theorisation of the Western-centric, neo-liberal-driven push–pull model within the broader context of multipolarity in higher education. Through semi-structured in-depth interviews with eight international students from BRI African countries pursuing postgraduate programmes in Beijing, this micro study explores the dynamic macro–micro interface of push and pull factors. These narratives of how the push (e.g. the under-developed higher education system in the home country) and pull factors (i.e. host nation’s financial support for international students, economic and political links between the home and host countries, and host nation’s exponential growth) intersected with individuals’ desire, reflect the multipolar shifts in global higher education landscapes. By extending the macro-focused push–pull model to incorporate these complexities, this study echoes the need to recognise contemporary multipolarity when explaining ISM in diverse contexts.

University Leaders’ Perspectives on International Student Support: An Evaluation Using the Culturally Engaging Campus Environments Model

This multiple case study analysis investigates the culturally engaging nature of a US campus for international students using the Culturally Engaging Campus Environments (CECE) model. Semi-structured interviews and professional development workshop observations were conducted with six faculty and administrative leaders who work closely with international students with the aim of answering the overarching question: how do university faculty and student/academic affairs professionals working with international students perceive the institutional support systems for international students through the lens of the Culturally Engaging Campus Environments conceptual model? Salient findings indicated that change is most needed in the areas of opportunities for meaningful cross-cultural engagement, culturally validating environments, proactive philosophies, and availability of holistic support in within the study's campus context. Practical and theoretical implications are discussed in light of the CECE model.

Exploring Chinese Students’ Lived Intercultural Experiences Studying Abroad in Thailand through a Narrative Inquiry with a Collage Self-Portrait Method

Most study abroad research has predominantly investigated international students studying in Western Anglophone countries, where English is the native language. However, this study shifted the context of study abroad research by exploring Chinese students’ experiences studying abroad in Thailand, a unique context where English is regarded as a foreign language and has no colonial history. Utilizing lived intercultural experiences as an analytical lens, we employed a narrative inquiry design with a collage self-portrait method, a type of arts-based qualitative data elicitation, to capture the complex, multimodal, and creative nature of the lived intercultural experiences. Combining the theme-weaving technique and the coding method revealed that Chinese students studying abroad in Thailand reported experiencing academic adaptation between different cultures, embodying fluid translanguaging use, and undergoing complex emotions of living between cultures. These experiences are central to Chinese students’ adjustments to a new academic and living environment, which international programs in Thailand must consider when offering myriad kinds of support for Chinese students or other international students coming to study in Thailand.

“What are you looking for in a candidate?” The career search process for international students in higher education student affairs

AbstractThis study examined lived experiences of two international student affairs professionals in the United States. Through a series of interviews, the dialogues unfold rich narratives that explore the multifaceted journey from academic preparation to career placement in the field of higher education student affairs (HESA). It also underscores the unique challenges encountered by international students compared to their domestic counterparts during the job search process. Given the limited research pertaining to the experiences and support for international graduate students during the job search process in the field of HESA, this study provides valuable insights and implications for educators, institutions, and career support services to better address the needs of the diverse and growing demographic of the candidates.

The Impact of COVID-19 on International Students: A Qualitative Synthesis

ABSTRACT The COVID-19 pandemic has exerted a profound impact on numerous facets of our daily lives, including in higher education. International students have encountered unique challenges due to their vulnerability stemming from living abroad, including cultural adjustments, language barriers, and separation from families and friends. This review aims to examine the educational, financial, sociocultural and psychological impacts experienced by international students in the context of the pandemic and identify areas requiring support for this group. A systematic search of eight databases yielded 78 relevant papers for inclusion. Through a systematic qualitative synthesis, this review presents an increased understanding of the multifaceted impact of COVID-19 on international students, encompassing five key themes: 1) unprecedented learning barriers, 2) stalled transnational mobility, 3) heightened financial, social, and cultural challenges, 4) exacerbated racism and racial discrimination, and 5) increased mental health risks. By systematically synthesising the distinctive challenges faced by international students in the context of the pandemic, this review provides recommendations for evidence-based support for international students in the post-pandemic era.

Academic Adjustment, Perceived Social Support and Psychological Well-being of International Students at HEIs in Hungary

Academic Adjustment, Perceived Social Support and Psychological Well-being of International Students at HEIs in Hungary

International student support service components that add value from the student’s perspective: the case of Indian higher education

International student support service components that add value from the student’s perspective: the case of Indian higher education