International University Students Research Articles

Analysing Visual Information (Colour, Symbol) of Waste Recycling Through the Principles of Gestalt Theory: Closure, Similarity and Continuation

This study provides an insight into the visual information (colours, symbols) of waste classification based on the three principles of closure, similarity and continuation of Gestalt theory. A field survey of Xiamen University Town in China and a survey of 1,000 local and international university students in the area were used to understand the level of awareness of visual information on waste recycling and segregation. The study found that the current level of awareness of visual classification information (colours, symbols) in the Xiamen University Town urban area and among students is low. Visual messages must convey accurate and standardised information such as colours and symbols. In addition, the purpose of this study was to illustrate the need for accuracy in visual information. This study concludes the need for uniform colour and symbol standards for waste recycling and segregation under the Gestalt theory to help achieve SDG goal 12, responsible consumption and production, as this study highlights the potential ripple effect on future stakeholders, especially considering the international mobility of university students, who epitomise global diversity. As users travelled across countries, ambiguous visual messages about waste classification became a key issue in responding to UN advocacy for a sustainable future. Addressing and correcting these visual discrepancies is critical to effective waste management strategies on a global scale.

Examining Communicative, Critical Health Literacy and eHealth Literacy among International University Students Residing in Japan.

(1) Background: International students with sufficient health literacy are better equipped to respond to public health emergencies and reduce any unintentional harm that may occur during such events. This study aims to assess the current status of health literacy among international students and investigate the factors that influence health literacy. (2) Methods: A cross-sectional study was conducted in Tokyo on international university students using a questionnaire consisting of the Communicative and Critical Health Literacy and eHealth Literacy Scales. The study analyzed 205 valid responses. Descriptive statistics were utilized to assess the level of health literacy, and linear regression was used to identify the association of socio-demographic characteristics and disease status with health and e-health literacy. (3) Results: Health literacy and e-health literacy were low in 48.29% and 47.29% of international students, respectively. The mean scores of CCHL items ranged from 3.13 to 3.26, while the mean scores of eHEALS items ranged from 3.33 to 3.49. Both health literacy and e-health literacy were better with unmarried status (p = 0.015), and e-health literacy was worse with higher age (p = 0.007). (4) Conclusions: Overall, international students' health literacy and e-health literacy were at intermediate levels, with considerable room for improvement, and affected by certain student attributes.

Examining the Effect of Five-Factor Personality Traits on Cultural Intelligence

With the impact of globalization in the field of education as in every area, the tendency of individuals to prefer other countries and cultures for education has increased. Individuals who move to different cultural environments for educational purposes face different cultural challenges. In this regard, cultural intelligence (CI) emerges, which contributes to managing cultural differences in the best way, using them in the most appropriate way for the benefit of individuals and organizations, and exhibiting appropriate behaviors in different cultural environments. This study aims to determine the effect of five-factor personality traits (FFPT) on the cultural intelligence (CI) of international university students through an experimental research design. Further, the effect of five factor personality trait dimensions on cultural intelligence was examined. Valid responses were obtained from 585 international students continuing their education in different faculties and departments of Mardin Artuklu University. The data were analyzed with the structural equation modelling (SEM) AMOS package program. Result of the analysis, it was seen that FFPT have a positive and significant effect on CI. In addition, positive significant effects of the FFPT dimensions (extraversion, agreeableness, conscientiousness, openness, and neuroticism) on the dimensions of CI (cognitive, meta-cognitive, behavioral, and motivational) were observed.

ChatGPT Integrated Grammar Teaching and Learning in EFL Classes: A Study on Tishk International University Students in Erbil, Iraq

This study aims to investigate and analyze the benefits and concerns that ChatGPT offers to EFL students’ grammar learning and teaching in foreign language classrooms. There have been many studies on the advantages and disadvantages of ChatGPT in education, but there are almost no studies on the benefits and harms of this platform in grammar learning and teaching. This study will be an important resource for scholars who will investigate the importance and impact of ChatGPT in language learning and teaching. Simultaneously, it will serve as a valuable tool for examining the benefits and concerns that ChatGPT presents to students in the realm of grammar acquisition. In this context, control and experimental groups were created at Tishk International University using the random sampling method. The control group received teacher and book-centered grammar education, and the experimental group received ChatGPT-cantered grammar education. When the post-test results applied to the students at the end of seven weeks were analysed using the SPSS-27 t statistic, there was a significant difference of .001 between the two groups. Control group 8.86%. While showing success, the experimental group showed a success of 26.53%. In addition, in the focus group interview analysis applied to the students at the end of the study, it was revealed that the majority of the students were satisfied with the integration of ChatGPT into their grammar lessons. Although some students expressed their concerns, when we look at the overall study, the benefits that ChatGPT offers to grammar learning are greater than the concerns it brings.

Exploring COVID-19 Phobia among International Chinese College Students in South Korea Before Ending COVID-19 Restrictions

BackgroundCollege students, considered to be the driving force of society, are highly vulnerable to COVID-19. At a time when facing a new pandemic wave in 2022, China’s policy was in contrast with that of Korea. We investigated the phobia levels of international Chinese college students studying in Korea.ObjectiveThis study aimed to investigate the relationship between the frequency of use and trust of information sources, and COVID-19 phobia (C19P) among Chinese college students studying in Korea before ending related restrictions.MethodsThis study employed a cross-sectional design, conducting an online survey among Chinese college students studying in Korea from April 8–15, 2022 (before Korea ended the limitations due to COVID-19). Data about 319 respondents were analyzed, including socio-demographics, information variables, knowledge, attitudes, practices (KAP), and C19P. Hierarchical regression analysis with different models was used to examine the relationship between information trust, KAP, and C19P.ResultsResults showed that students performed well in knowledge and preventive practices, had diverse sources of getting information related to COVID-19, and highly depended on the internet and news. Students who perceived a higher severity of infection showed higher levels of COVID-19 phobia. The tendency to wear masks with family/friends, avoid crowded places, and not agree with Korean government mitigation policies reported higher levels of COVID-19 phobia.ConclusionsMore authority and proactive communication strategies, such as consultations or education programs, are needed for international students to alleviate their phobias and psychological stress.

International students' socioeconomic affluence and staying likelihood

AbstractThis paper investigates the relationship between international university students' staying likelihood and their socioeconomic affluence. It contributes to a literature that explores the role of socioeconomic differences in selection into international student mobility, but rarely considers their association with the staying likelihood. The analysis is based on a primary data set of 3205 observations collected among international students at 27 universities in the United Kingdom and Czechia. Several explanations, translated into hypotheses, are statistically tested, which complements the predominantly qualitative studies in the field. The results show that students with less affluent parents, defined in terms of income, are more likely to stay. A substantial part of this relationship is explained by these students placing greater emphasis on career‐related considerations when making their staying decision, as emphasizing these considerations is associated with a higher staying likelihood.

International and domestic university students' mental health over the course of the COVID-19 pandemic in Germany: Comparison between 2020, 2021, and 2022.

The COVID-19 pandemic affected university students' mental health worldwide. International students were presenting high levels of stress, anxiety, and depressive symptoms before the pandemic. This study aimed to investigate (i) differences between various timepoints of the COVID-19 pandemic (2020, 2021, and 2022) in mental health outcomes and social and emotional aspects in domestic and international students, separately, (ii) differences between international and domestic students between the three timepoints on mental health outcomes and social and emotional aspects, and (iii) possible moderation effects of timepoints on mental health outcomes and social and emotional aspects of domestic and international students. Data from three cross-sectional anonymous online surveys conducted in German universities were analyzed and compared. Data were collected in 2020, 2021, and 2022, respectively, with a total N = 14,498. Depressive symptoms, hazardous alcohol use, social support, self-efficacy, resilience, perceived stress, and loneliness were assessed through standardized self-report instruments. Differences between domestic and international students in mental health outcomes, and social and emotional aspects across three timepoints were assessed with one-way and two-way ANCOVAs. Regardless of the timepoint, international students presented more depressive symptoms and perceived stress, lower perceived social support and resilience, but higher levels of self-efficacy and less alcohol consumption compared to domestic students. A significant interaction effect between timepoint and student status emerged only for loneliness. International students generally presented poorer mental health outcomes than domestic students. Mental health care and prevention such as low-threshold, online counseling should address university students, especially international students.

Mental Disorders and Suicidality by Sexual Orientation Status Among First-Year College Students in France

ABSTRACT Studies indicate that non-heterosexual young adults experience higher rates of mental health problems in various settings. This study seeks to further explore these associations, distinguishing heterosexual, gay/lesbian, bisexual and individuals questioning their sexual identity. Data were drawn from the French portion of the World Mental Health International College Student survey initiative (n = 3,545). Logistic regressions were performed to estimate the associations of sexual orientation with 12-month mental disorders and suicidal ideation and behaviors. Overall, 81.6% (n = 2,894) of students identified as heterosexual, 2.9% (n = 103) as gay/lesbian, 8.5% (n = 302) as bisexual and 6.9% (n = 246) stated questioning their sexual orientation. In adjusted models, compared to heterosexuals, students identifying as bisexual reported greater odds of major depression, panic disorder, drug use disorder and suicidality, gay/lesbian students were more likely to present with panic disorder, suicidal ideation and plans, and students questioning their sexual orientation were at greater risk for generalized anxiety disorder, suicidal ideation, and plans. The study confirmed higher rates for mental health disorders for non-heterosexual young adults, with little evidence of significant differences between minority subgroups.

Data from four consecutive cohorts of students in Australia (2019-2022) show the impact of the COVID-19 pandemic on domestic and international university students' mental health.

COVID-19 and related travel and social restrictions caused significant stress for university students in Australia and globally. Learning quickly moved online and many students (particularly international students) were separated from social and economic support. This study examined the impact of the pandemic from pre-pandemic (2019) to the COVID-19 Omicron wave (2022) on domestic and international students' mental health. Participants were 1540 students (72% females, 28% international) in four first-year cohorts (2019, 2020, 2021, 2022). We screened for mental health concerns (% positive) and symptom scores for depression, anxiety and somatic distress using the PsyCheck, and general wellbeing using the Warwick-Edinburgh Mental Well-being scale. From pre-COVID (2019) to the first wave of COVID-19 (2020), the proportion of students screening positive for mental health problems rose in both domestic students (66-76%) and international students (46-67%). Depression symptoms and wellbeing were worse in 2020 than in 2019, 2021 and 2022. Anxiety symptoms increased from 2019 to 2020 and continued to rise in 2021 and 2022. Somatic symptoms did not show an effect of cohort. Contrary to expectations, domestic students reported higher distress and lower wellbeing than international students across cohorts. The pandemic was associated with a marked increase in psychological distress in first-year university students, not all of which settled with the easing of restrictions. Post-pandemic recovery in the Australian university sector must include university-wide access to mental health information and support for incoming students.

Anxiety among Asian international college students in the US: a systematic literature review

Objective The current systematic literature review explores the factors contributing to anxiety among Asian international college students in the United States. Methods A search of multiple electronic databases yielded seven relevant peer-reviewed articles published since 2018. Results Findings indicated that academic stressors, lack of social support, and cultural barriers significantly contributed to anxiety among Asian international students. Additionally, demographic factors such as gender, age, and English proficiency may also influence anxiety levels. Discussion Mindfulness-based interventions, peer support groups, and culturally sensitive counseling may reduce anxiety among Asian international students. Further research is needed to understand more thoroughly the complex interactions between these factors and anxiety in this population.

The Importance of Cohesion in Academic Writing

This paper aims to help the flow of writing of academic pieces of work. As it is known, it is difficult to define what academic writing is because it depends on the purpose of the writer and the reasons that they are writing. Therefore, there are many different forms of academic writing pieces. This paper focuses on pieces written by international university students for education, teaching or social studies. It could help, for example, with an essay, an assignment, a report, or research. Correspondingly, cohesion is crucial; it helps the academic work to be more understandable and worthy to read. In addition, it enables the writer to express their idea coherently in writing. Consequently, this paper illustrates some authors’ advice and views that should help students and researchers improve their academic writing skills. It also analyzes some academic essays written by non-English major Libyan students.

Using the Theory of Planned Behavior to determine COVID-19 vaccination intentions and behavior among international and domestic college students in the United States.

Vaccination is the most effective strategy for preventing infectious diseases such as COVID-19. College students are important targets for COVID-19 vaccines given this population's lower intentions to be vaccinated; however, limited research has focused on international college students' vaccination status. This study explored how psychosocial factors from the Theory of Planned Behavior (TPB; attitudes, perceived behavioral control, subjective norms, and behavioral intentions) related to students' receipt of the full course of COVID-19 vaccines and their plans to receive a booster. Students were recruited via Amazon mTurk and the Office of the Registrar at a U.S. state university. We used binary logistic regression to examine associations between students' psychosocial factors and full COVID-19 vaccination status. Hierarchical multiple regression was employed to evaluate relationships between these factors and students' intentions to receive a booster. The majority of students in our sample (81% of international students and 55% of domestic students) received the complete vaccination series. Attitudes were significantly associated with all students' full vaccination status, while perceived behavioral control was significantly associated with domestic students' status. Students' intentions to receive COVID-19 vaccines were significantly correlated with their intentions to receive a booster, with international students scoring higher on booster intentions. Among the combined college student population, attitudes, intentions to receive COVID-19 vaccines, and subjective norms were significantly related to students' intentions to receive a booster. Findings support the TPB's potential utility in evidence-based interventions to enhance college students' COVID-19 vaccination rates. Implications for stakeholders and future research directions are discussed.

Social Justice Education as an Intercultural Experience for Foreign Students in the United States

Many language learners struggle with unequal access and lack of opportunities for active participation in meaningful discussions in and outside of the classroom. In this study, 15 international college students engaged in critical media literacy discussion over a myriad of social justice topics through the lens of intercultural understanding and acceptance. Participants analyzed the content and recorded video reflection on an online video discussion platform, Flipgrid as they answer the five critical media literacy questions. These critical questions foster discussions of intercultural interpretation online and in class discussions as students expressed their perceptions of social justice issues. This project drew on the theory of intercultural communicative competence (Byram, 1997) integrating social justice into language curriculum in two ways: by exposing students to important issues, and by helping students claim their voice in the discussion. Results of students’ video reflections and face-to-face discussions show the trajectory and growth of students’ progress in intercultural awareness. The findings offer guidelines for language educators to incorporate issues of social justice by using engaging platforms and media literacy practices.

Structural Components of Inclusive Counseling Services for International University Students

This study aimed to investigate the structural components of higher education counseling services for international students through an inclusive approach. Data were collected via in-depth interviews with 32 participants including faculty, staff, and students and analyzed thematically. The themes that emerged included the necessity of aligning counseling services with the mission of education; the value of universal support and guidance; the benefits of collaboration among counseling units and other service providers; the need for counseling services to be designed for both providers and students; economic constraints and staffing shortages; impact of social, historical, and cultural factors on international students’ counseling needs; and the importance of international counselors in providing culturally responsive care. This study highlights the importance of inclusive counseling services for international students in higher education and provides valuable insights for developing and improving such services.

Factors Associated with Sleep Disorders Among International University Students in Malaysia

Factors Associated with Sleep Disorders Among International University Students in Malaysia

Is E-learning a Learning? University International Students' Views

Recently the use of internet in learning growing fast worldwide. Majority of scholars have different views about it’s implications in learning. The aim of study focuses on it’s benefits and challenges hindering e-learning through University international students’ views. The study used case study research design and qualitative approach. The data collected only through unstructured interview. 33 International students studying at Galgotias were interviewed for this research work. The study findings showed the benefits of e-learning to University International students; provide wide range of learning materials, virtual learning environment, students’ engagement and improve collaboration. While challenges hindering University students in utilization of e-learning including; healthy problem, unfair means in exams and plagiarism, impracticability of knowledge and optional learning method. Furthermore the study concluded that precautions need to be taken such as the curriculum must reflect e-learning methods, training students is very importance, find new software application to translate video in all languages, real practical studies must be done, and e-learning should be given according to physical and socio-economic learning environment of particular country.

외국인 유학생 대상 교양한국어 교재의 주제 고찰

This study aimed to examine the subject of liberal arts Korean textbooks for international college students studying in Korean universities, focusing on culture of college life, and to explore future tasks. Based on previous studies, the culture of college life were classified into seven categories. In addition, as a result of analyzing textbooks for three types of academic Korean learners based on this, it was found that the contents of the 'interpersonal relationships' category need to be supplemented first. Second, it is necessary to select and arrange culture of college life items to be reflected in the textbook in consideration of the appropriateness and diversity of the subject, and the needs of learners. Finally, it is necessary to consider how to integrate culture of college life into textbooks, and not simply provide information on the system or explain and deliver related manual.

The Effects of Mental Health Issues and Academic Performance

The mental health of students has a significant impact on their academic performance. This study is aimed at investigating the effects of mental health issues on the academic performance of Albukhary International University students. A qualitative method and a semi-structured interview were used to answer the research questions. The results of the research study show that when students have problems with their mental health, it can affect how well they do in school and how productive they are. There is an influence associated with mental health in students towards a drop in academic accomplishment, which results in a fall in student productivity. As a result, policies in the form of programs or services related to mental health must be established as preventive initiatives, such as prevention through education and counseling.

Student mental health: towards sustainable community of caring approach based on the public mental health perspective.

Attending university can be stressful and involve significant lifestyle changes: adjusting to the demands of a new learning environment, interacting with a diverse range of new people
 and environments, and (coping with) being away from trusted support networks. Although sixty per cent of students navigate higher education without emotional problems, forty per cent experience mental health issues, and approximately one in five struggles with mental disorders.
 Against this background, the Flemish Community (Belgium) has rolled out a sustainable student mental health strategy which takes a public mental health perspective as its starting point. Such an approach shifts the focus from high-risk students and mental disorders to the emotional health of the entire student population, and, accordingly, interventions that can improve the resilience of all students. 
 The new policy has several strengths. Monitoring is undertaken through the WHO World Mental Health International College Student initiative. A wide range of low-threshold e-health interventions free of charge to students is available on the MoodSpace internet platform. Going beyond these, the Flemish policy helps universities to adopt a more proactive, preventive approach. Students are actively involved in the development and evaluation of interventions and policy implementation.
 Structure:
 - Introduction: 15’ (Ronny Bruffaerts)
 The introduction focuses on the key elements of the new mental health strategy policy
 - Key element 1: Mental Health Monitor: 20’ (Ronny Bruffaerts - Maarten Vansteenkiste)
 This contribution provides an overview of the Monitor which includes a set of process variables that are sensitive to monitoring student mental health, study motivation and detecting policy effects. The 2022 results and specific action points translated to the macro, meso and micro levels will be presented.
 Q&A 10’
 - Key element 2: MoodSpace: 20’ (Valérie Van Hees)
 This contribution provides an overview of MoodSpace. This contribution will bring an overview of the results of students’ engagement with the e-interventions.
 - Q&A 10’ 
 - Key element 3: Community of Caring: 15’: (Valérie Van Hees, Ronny Bruffaerts)
 This contribution provides a presentation of the gatekeeping training ‘We-care’. The training, designed for students and staff respectively, has been developed at Flemish level with the aim to detect emotional problems early and refer students to the help they need. Preliminary results are presented.
 - Q&;A 10’
 - Closing: Take home messages 15’ (Valérie Van Hees)
 This contribution summarises the next steps and initiates a group discussion on the take home messages.
 How to engage with the audience:
 - Rooms will be organised in roundtables or a fish bowl setup
 - Interactive tools will be used during presentations (eg., dynamic dashboard mental health monitor, video testimonials, demonstrations MoodSpace and We-care).
 - Polling via mentimeter:
 - Each speaker shares different angles of the new policy. After each contribution, a moderator will ask the audience questions through mentimeter about their
 thoughts about each key element.
 How to summarise the take home messages:
 - The session will end with a last question asked by the moderator to the audience through the mentimeter app, on the take away that participants will bring home.

Seeking Remedy for Improving International College Students’ Reading Comprehension

This report reflects on the findings of one of the projects within a series of research studies in the field of multimodality conducted by the author of the current paper with different samples of participants in the US university settings. The principal investigator (PI) designed this qualitative case study and had it approved by the IRB committee. Vygotsky’s socio-cultural constructivism theory has been found most appropriate to lay the ground for this research as the sample was purposefully assembled of 14 International English language learning (ELL) students newly arrived in the United States from their significantly diverging social and academic backgrounds. The PI’s practical teaching experiences and the results of her previously conducted studies with the other groups of participants urged this researcher to further search for some efficient strategies and means of learning, which might help these specific student populations with their deeper reading comprehension of complicated academic texts they were otherwise struggling to comprehend. As claimed by this investigator, usage of multimodality might have a strong potential to assist the International ELL college students with their reading comprehension. Within this current project, data were collected via participant and site observations, surveys, artifacts in the form of the comprehension tests, and individual interviews with participants. All the data were coded, analyzed, and triangulated aiming to find recurring themes. This research found that participants recognized the visual mode of multimodality most helpful to them, followed by the auditory, and print-based ones. In the surveys and interviews, the participating students outlined a range of multimodal reading comprehension strategies, which they perceived as most efficient while their working on this project tasks. The comprehension test results served as the evidence in support of the interview- and survey-based data. High significance of the findings of this research is in their applicability to the wide populations of the International ELL college students in the US colleges and world-wide.