Well-being Of International Students Research Articles

Outside the Classroom

International students from culturally and linguistically diverse countries travel to Australia because of the opportunity to study courses in the English language with some coming to this country just to study the language itself. Such desires moreover create students to engage in creative strategies to improve their language skills. This paper, however, suggests that the desire to be skilled in English through immersion in an English-speaking country like Australia creates challenges to the mental wellbeing of international students. Reporting on interview data with 47 international students of Asian descent in the Australian city of Melbourne, this paper reveals these challenges to include lived and perceived notions of self and belonging, as well as loneliness.

COVID-19 International Student Well-Being Study (C19 ISWS) in Hungary

The COVID-19 outbreak has had great psychological and social impacts, not just on the marginalized population but on the general population as well (Wang et al. 2020). Changing life circumstances and daily routines, job losses, an uncertain existence, etc. make people’s lives more difficult. The COVID-19 outbreak is likely to have a notable impact on student life as well, as the latter have had to face many challenges (Sahu 2020) such as studying via e-learning methods, online exams, possibly losing their jobs, and financial problems (such as paying tuition fees). International students have moved back to their homeland or live in an isolated way in student hostels, maintaining social distance far away from their families and close friends. So far, only a few studies have been carried out to analyze how COVID-19 has affected students’ lives (Sahu 2020, Wenjun et al. 2020, Wong et al. 2007).

Multilingual realities/monolingual ideologies: Connecting the dots between schools’ language practices and international student well-being

The globalization of the knowledge economy and a concomitant increase in educational mobility have seen greater numbers of international students take up studies in Aotearoa/New Zealand’s education system. As a result of increased educational mobility, alongside other types of migration, ethno-cultural and linguistic diversity has become more common in New Zealand schools. This internationalization of Aotearoa/New Zealand’s education sector has been met with government policies and strategies to ensure the well-being of international students. In these strategies, well-being is indicated by economic security, health and safety, as well as high-quality education and a welcoming and inclusive experience in Aotearoa/New Zealand. Drawing on data from a research project that examined how school policies and practices shape international English for speakers of other languages (ESOL) students’ sense of belonging, inclusion and well-being at a New Zealand secondary school, this article illuminates how school language practices impact on international students’ well-being. Specifically, the article highlights a profound mismatch between the diversification of the student body and the privileging of monolingual English-only practices in the classroom as well as the disparity between intentions and effects of the school’s pull-out ESOL class programme, in which ESOL-designated students are taught separately from ‘mainstream’ students. The discussion highlights the detrimental and discriminatory impacts such language practices had on international students. Based on this analysis, we argue that strategies that are designed to ensure international student well-being need to put greater emphasis on the instructional needs of culturally and linguistically diverse learners by advocating for linguistically responsive practices and that schools need to normalize multilingual practices to ensure international student well-being and to work towards equitable and just education.

Development of User Created Content videos for Chinese smartphone users studying in Korea

Background/Objectives: The objective of the research was to develop User Created Content (UCC) videos to enhance basic nursing skills for Chinese smartphone users studying in Korea. Methods/Statistical analysis: Working together with Korean students and professors, Chinese international students produced two UCC videos for the inculcation of postoperative nursing skills and instruction in intravenous fluid injections. The videos contained both Korean and Chinese captions. Findings: The process of producing UCC videos by Chinese students was found effective: They participated in the selection of the topics and in the production of the videos. The effectiveness was determined through individual and group interviews. Greater instructional value was also due to the fact that Chinese international students acquired a greater sense of community in working with Korean students and professors in making the videos. Chinese students who participated in the production of the UCC videos could conveniently and effectively learn from their all-too-familiar smartphones. Improvements/Applications: Production of UCC videos by Chinese international students with Korean students and professors enhances learning basic nursing skills and helps to overcome linguistic and cultural differences. This outcome can present a way to enhance the quality of education and social well-being of international students in Korea.

Teaching and Engaging International Students

[ ]it is timely to reflect on how we view and conceptualize the way we engage and work with international students Conceptualize Student Connection Through Formal and Informal Curriculum Dis/connection has been argued to play "an important role in shaping international students' wellbeing, performance and life trajectories" (Tran & Gomes, 2017, p 1) [ ]it is important to frame international student connectedness not only within the context of formal teaching and learning on campus, but also in a broader setting, taking into account the dynamic, diverse, and fluid features of transnational mobility [ ]effective teaching of and engagement with international students is based on understanding not only their academic needs but also other aspects that are interlinked with their academic performance, including pastoral care needs, mental health, employment, accommodation, finance, life plans, and aspirations [ ]a sense of belonging to the content of teaching and learning and the pedagogy used by teachers is essential to international students' engagement with the classroom community

R-SEECKA MODEL FOR RESEARCH SUPERVISION AND THE EFFECT ON ACADEMIC AND CAREER GROWTH OF INTERNATIONAL GRADUATE STUDENTS IN MALAYSIA

Malaysia is committed to growing its research universities and its reputation as one of the world's largest educational service providers. Malaysia has sizable population of international students, and the country is recalibrating its strategy and planning to increase the number of international students to 200,000 by 2020. However, neither the Malaysian government nor the universities have created the synergy to increase the wellbeing of international students, their research progress and, most critically, academic supervision. Therefore, this study aims to investigate the direct effect of research supervision, that is, the supervisor’s encouragement, content knowledge, and availability, and campus environment and facilities on international students’ academic and career growth. This study proposes a model, called R-SEECKA (relationships, supervision, environment; encouragement; content knowledge and availability) for effective research supervision and practice in Malaysian public universities. The sample size consists of 450 international graduate students from different countries studying at six Malaysian public universities. It uses quantitative methods and SmartPLS for data analysis. Findings of this study reported the effect of encouragement, environment, relationship, availability and content knowledge on international graduate students’ academic and career growth. It is also reported that encouragement and motivation from the supervisor was the strongest predictor of academic and career growth, followed by campus environment/facilities. The paper offers recommendations and suggestions for future research to see how much research supervision has improved and international students have progressed in research in Malaysia. The authors note that the R-SEECKA model may be applied at universities in other countries and to other student populations to assess the impact of research supervision on their academic and career growth.

Birds of a Feather Fare Less Well Together: Modeling Predictors of International Student Adaptation

Sociocultural adaptation to the host country is an important corollary to the psychological well-being of international students. We used structural equation modeling (SEM) to test a model of sociocultural adaptation and psychological wellbeing. International students in Ankara, Turkey (N = 161, mean age = 22.35) completed online surveys. Consistent with our hypotheses, interpersonal connections with host nationals predicted greater sociocultural adaptation (β = 0.250, p = 0.001) and interpersonal connections with co-nationals resulted in poorer psychological adjustment (β = −0.171, p = 0.025). Host-country language proficiency led to better sociocultural adaptation (β = 0.262, p < 0.001), and perceptions of greater cultural distance had a negative impact on both psychological (β = 0.314, p < 0.001) and sociocultural adaptation (β = 0.328, p < 0.001). Thus, students who were able to engage in relations with host-country nationals fared better. Our results provide insight for sending and receiving institutions regarding the preparation (e.g., exploring cognitive frames for immersion, language skills, reviewing coping strategies) and supportive services (e.g., connection with host country nationals) that will facilitate the adjustment of international students.

Does fear of terrorism influence psychological adjustment of academic sojourners in Pakistan? Role of state negative affect and emotional support

This study adopted the psychological and emotional perspective of terrorism and the way it influences the psychological adjustment of international students in Pakistan. We investigated the effect of fear of terrorism, state negative affect, and emotional support on students’ psychological distress. Low psychological distress represented higher levels of psychological adjustment. Data was collected using a self-administered questionnaire from 121 internationals students of 18 different countries enrolled in a public university of Lahore city with a mean age of 21.7 years. A two-stage analysis was conducted by variance-based structural equation modeling technique in SMART PLS 3.2 software. Adequate convergent and discriminant validity of the latent constructs were ensured, and no evidence was found for common method bias. The results of structural model revealed that fear of terrorism is a positive and significant predictor of student’s psychological distress, which is fully mediated by state negative affect. Emotional support was negatively related to psychological distress and moderated the relationship between state negative affect and psychological distress. Conditional process modeling using process macro revealed that emotional support also moderated the indirect effect of fear of terrorism on distress mediated by negative affect. A significant contribution of this research is to investigate fear of terrorism as a stressor in international student’s acculturation research. Negative emotional state plays an intermediary role in relating fear with psychological wellbeing of international students while emotional support can be a potent coping resource. Several implications, limitation and future research recommendations are also discussed.

International students' views on sexual health: a qualitative study at an Australian university.

Overall, 13 individual semi-structured in-depth interviews were conducted with 13 international students at an Australian university, aiming to understand the views and experiences of international students with regard to their sexual health and wellbeing. The interviews were analysed thematically, generating four themes. Participants had a varied understanding of sexual consent, which often included concerns about the practicalities of saying 'no' to unwanted sexual interactions and misinformation about the effect of reporting sexual misconduct on their privacy and visa status. Cultural and familial taboos were often inherited, but many participants described an evolution of personal views and attitudes regarding topics such as sex before marriage and same-sex relationships, which had occurred since moving to Australia. Participants expressed that they received large amounts of information about sexual health, but often lacked the skills to navigate that information and access relevant support. These data, along with participants' suggestions for future support and education, are important for understanding the complex experiences of international students at Australian universities, and should be considered when implementing future sexual health education and support programs.

Loneliness and Psychological Well Being on International Students of The Darmasiswa Program at Universitas Negeri Yogyakarta

This research aims to describe and find out the correlation between loneliness and the psychological well-being of international students of the Darmasiswa program at Yogyakarta State University. This research uses descriptive quantitative methods and data sources are obtained based on instruments that are distributed to 20 research subjects the international students. The research data were collected with the UCLA Loneliness Scale and Psychological Well Being Scale instruments which were then analyzed using SPSS 22.0 with the Pearson Product Moment correlation test. The results showed that there was a very weak negative relationship (r=-0.152) between loneliness and the psychological well-being of Darmasiswa students at Yogyakarta State University. Most research subjects have low levels of loneliness and moderate psychological well-being. There are two dimensions of psychological well-being that have the highest relationship with loneliness, namely environmental mastery (-0,338) and positive relationships with others (-0,299).

Sources of Perceived Social Support, Social-Emotional Experiences, and Psychological Well-Being of International Students

To advance understanding of international students’ psychological well-being and social-emotional experiences, we tested whether specific social influences could enhance international students’ belonging and well-being and attenuate loneliness. Graduate and undergraduate international students (N = 126) from two universities in the United States participated in a year-long study. Structural equation modeling analyses revealed that perceived social support from domestic students in the fall predicted higher belonging in the subsequent spring, while perceived faculty social support in the fall predicted lower loneliness in the spring. Perceived faculty social support had an indirect effect on psychological well-being via loneliness. These novel findings provide initial evidence for the salience of social support from domestic students and faculty for international students’ social-emotional adjustment.

Qualitative Study of the Determinants of Food Choice of International Students and Its Associated Health Risk (P10-080-19)

ObjectivesMigration to study in an industrialized country is an important time when unhealthy food choice behaviour among students reach its peak. This dietary pattern is linked to increased risk level of developing food-related chronic diseases (F-RCD). During this period, students tends to consume more ultra-processed diet (high in fat, sugar, & energy) and very low in fruits and vegetable. The main objective of this study was to explore the factors influencing food choice and dietary acculturation of international students using qualitative study design to explore their knowledge/perception on nutrition and the link between food, health and F-RCDs. Recent studies have shown dearth on determinants of food choice, dietary acculturation and its associated health challenges of international students. MethodsInternational students were recruited by purposive and snowball sampling through poster advert and international office of the University of Chester.Using an open-ended, semi-structured question guide, focus group interviews was carried out. Focus group data were transcribed verbatim and analysed using manual content analysis and inductive thematic approach.23 participants were recruited into the study comprising 13 undergraduate and 10 postgraduate students (12 males and 11 females) aged 18–25 years from Africa, Asian, and the Caribbean. ResultsFactors identified by most international students as being the main determining factor on their food choice includes residency status (as a full or semi-catered student), price, availability, accessibility (location of shop), preservation/storage temperature, UK weather conditions, structure of foods in the UK among others. ConclusionsThe results presented here may facilitate the improvements of wellbeing of international students’ by promoting healthy food choice, thereby encouraging positive acculturation of these students. Funding SourcesThis research was funded by the researcher. Supporting Tables, Images and/or Graphs▪▪▪

Improving the psychosocial wellbeing of international students: the relevance of mindfulness

ABSTRACT In this study we analysed the potential of a mindfulness programme for improving psychosocial wellbeing among students at a Dutch university. Based on interviews and observations of sessions, the study demonstrated that students joined the programme to manage stress and anxiety, cultivate self-awareness, and regulate difficult emotions. They all reported positive outcomes, but students who participated in the sessions regularly and did the homework assignments reported better outcomes, including enhanced self-awareness, self-care, and positive attitudes towards others. Although students reported improved emotion regulation, many still believed that the programme was less strong in this area. The study affirms the potential of mindfulness programmes for improving the psychosocial wellbeing, and builds a case for the integration of mindfulness interventions in university counselling services.

Studying-away Strategies: A Three-wave Longitudinal Study of the Wellbeing of International Students in the United Kingdom

Few longitudinal studies have examined the changes over time in international students’ wellbeing. This study aimed to explore any change in wellbeing from the beginning of the first semester until the end of the academic year and the impact of using ‘wellbeing away’ strategies on international students’ wellbeing. The survey used the Smith Wellbeing Questionnaire (SWELL), a ‘quality of university life’ questionnaire, a ‘being away strategies’ questionnaire and three open-ended questions focused on difficulties, coping strategies and the respondents’ most demanding time during their study period in the UK. A total of 104 participants completed the three phases. Repeated measurements showed no significant difference in students’ wellbeing over the academic year. A hierarchical regression analysis showed that positive effects were predicted by positive personality, lower level of course demands, by unwinding after study and by quality of life in the second phase. Themes derived from open-ended responses showed that participants found the hardest parts were pre-arrival and the first few weeks in the UK: 48% of the students reported academic difficulties such as exams, deadlines and lack of adjustment to the education system. Time management and study-life balance were the next most difficult issues, especially for those who reported themselves married. Finally, students reported getting social support from family and friends and used exercise as a coping strategy. Results give support to the value of ‘studying away’ strategies that can help students who are away from home to maintain wellbeing.

International Students’ Online Health Information Seeking Behavior

Sexual health is crucial to the overall health and wellbeing of international students; however, few studies about them have evaluated their health literacy and knowledge about sexually transmitted infections (STIs) prevention. This study investigated Chinese International Students’ (CIS) health literacy about STIs, focusing on their use of information online. A culturally-tailored 12-item STIs prevention survey was developed for this study, and an internet search was conducted by eight CIS. Overall, participants found correct information for the STI items in 51% of the cases (n=96). A Wilcoxon test suggested that CISs who were sexually active had lower health literacy skills than those who were not (p=0.02), and there were no significant associations between health literacy levels, acculturation, and length of stay in the United States. While limited in scope, the result from this study suggests the need for further research as well as need for education in health literacy in order to counter threats to wellbeing among sexually-active CISs. 
 

The Outcomes of the Community Cooking Workshops for International Students at Simon Fraser University

The Community Cooking Workshops (CCWs) are free, bi-weekly, hands-on, cooking and nutrition education workshops for international students facilitated by the Simon Fraser University (SFU) Peer Health Educators (PHEs). The impacts of the CCWs on international student nutrition knowledge, behavior change, and social outcomes were examined. Data was collected and coded from five Spring 2016 CCWs through workshop evaluation forms (n=87, 93% response rate) and nine semi-structured interviews with international student participants. Participants reported changes in eating behavior and knowledge (all food should be consumed in moderation, with variety) and improved sense of community. Future research should assess the long-term impacts of cooking workshops in postsecondary institutions on diet quality, cooking skills, social connectedness, and international student wellbeing

Studying Away Strategies: Well-being and Quality of University Life of International Students in the UK

Background: Reviews of previous research have identified factors which influence the well-being of international students studying away from home. One area that has received little attention is the extent to which these students adopt positive coping strategies that help their adaptation to being away from home. Objectives: The present study investigated the well-being and quality of life of international students studying in the UK. The importance of adopting certain strategies from pre-departure planning to those related to returning home was also assessed. Method: A cross-sectional online survey was completed by 402 international students (54.5% first year; 49.5% male; mean age: 22.23 years, range 18-50). The survey measured well-being using the student version of the Smith Well-being (SWELL) questionnaire. A quality of student life questionnaire was also developed and this measured the university experience and benefits (e.g. life being easy and efficient; promotion of a healthy lifestyle; strengthening bonds, and feeling valued at university; the physical environment; and the impact of university life on learning and progress). Strategies that help studying away were assessed in a questionnaire measuring pre-departure planning, adapting to being away, planning the return home, and managing the transition from university to home. Results: The newly developed questionnaires were shown to be good measuring instruments (Cronbach alphas: Quality of university life scale: 0.79; Studying away strategies: 0.70; Positive well-being: 0.78; and Negative well-being: 0.73). Quality of student life was predicted by a healthy life-style, positive personality, few excessive demands, high control and the use of studying away strategies. Positive well-being was predicted by healthy life-style, positive personality, low demands, high control and a high quality of university life. Negative well-being was predicted by low levels of the same variables. Conclusion: Quality of student life was predicted by course characteristics, personality and the use of strategies to adapt to studying away from home. The quality of university life is one of the predictors of the general well-being of international students.

Health and Well-Being of International University Students, and Comparison with Domestic Students, in Tasmania, Australia.

International students comprise an increasingly larger proportion of higher education students globally. Empirical evidence about the health and well-being of these students is, however, limited. We sought to examine the health and well-being of international students, primarily from Asian countries, attending the University of Tasmania, Australia, using domestic students as a comparison group. Ethics approval was given to invite (via email) all currently enrolled students to participate in the study by completing a pilot-tested, online survey. The survey was completed by 382 international students (response rate = 8.9%) and 1013 domestic students (9.2%). Independent samples t-tests, analysis of variance (ANOVA) and chi-square tests were used for bivariate comparisons between international and domestic students, and between subgroups of international students. Regression models were used to examine the associations between student status (international vs. domestic) and health outcomes, controlling for demographic and enrolment variables. International students, particularly male students, were found to be at increased risk of several adverse health outcomes while also being less likely to seek help for mental health and related problems. The findings indicate the need for accessible, targeted, culturally-sensitive health promotion and early intervention programs.

Review of the Literature on Stress and Wellbeing of International Students in English-Speaking Countries

This review aims to address the major sources of stress experienced by international students, the role of individual differences, the chronology of their stress levels and wellbeing over time, and gaps in the existing literature. Two electronic databases (PubMed and Psych Info) were searched for English peer-reviewed articles using eight search terms. Thirty-eight studies were included in this paper and divided into themes and sub-themes including sources of stress, individual differences and mental health including stress, depression and wellbeing. The findings highlight major stressors and show mixed results in some areas due to the lack of homogenous samples based on country of origin or ethnicity and sometimes context differences concerning the country or university social dynamics. Limitations were identified in the methodology, and several recommendations for future research are included.

Student migration and domestic improvisation: Transient migration through the experience of everyday laundry

Abstract In this article, we develop a novel approach to transient student migration: by studying it through the mundane everyday. We focus on the private worlds where migrants encounter and improvise with new domestic technologies – through their laundry – by drawing on our video ethnography of Indonesian students in Australia. Such an analysis creates insights into some of the most fundamental, but usually invisible, aspects of migrant experience: their relationships with the routines, materiality, infrastructures and weather environments of everyday life. As such, it offers an alternative route through which to understand international student wellbeing, which we argue needs to be accounted for alongside more conventional and institutionally-oriented foci in this field of research.