(Sherry, Thomas, & Chui, 2010) however without the connection with local
students, international students can still feel isolated from the rest of the student ...
From Other Lands: Mental Health and Wellbeing of International University Students During the First Year of Study Stephanie Ambrosi1, Dr Sharron King1, Dr Janette Young1 and Prof Nicholas Procter2 1 School of Health Science, University of South Australia, 2School of Nursing and Midwifery, University of South Australia Abstract Many international students experience difficulty in their first year studying abroad dealing with culture shock, a lack of English language proficiency, social isolation, psychological distress, unmet expectations and academic pressures. Even though some international students have studied previously in their home country, their first year overseas can be a very different experience. Some international students however revel in the challenges and thrive in their new surroundings. This presentation explores emerging themes from research focussing on thriving international students. Our aim was to uncover factors which set them apart from peers who are finding it more difficult to adapt to their new universities and ways of life. Background The first year for international students at a foreign university can represent a variety of different things and may not necessarily have the same meaning as a local student’s first year of university. The international student cohort is a heterogeneous group with students coming from a wide variety of counties and cultural backgrounds (Asmar, 2005). It is these differences in ethnicity and culture which lead to social, educational and linguistic difficulties for international students in their first year (Andrade, 2006), particularly if the cultural and/or geographical gap between host country and country of origin is large (Khawaja & Stallman, 2011). The first year of study for international students can mean a variety of different things. For some international students their first year studying abroad is the first time they have studied at a university (Seow, 2005), however some international students may have attended senior high school in the host country, others may have attended university in their home country with some gaining credit for this previous study thereby entering university in their host country at second or third year level (Seow, 2005). Regardless of their differences and previous experiences all these students are still in their “first year” of studying at a foreign university. The diversity of pathways sets the first year of study for international students apart from local students by adding to the complex realities of also having to contend with social and cultural challenges such as language difficulties, changes in academic teaching styles and missing family, friends and familiarity (Khawaja & Stallman, 2011). Being an international student often means being away from family and friends which can be especially difficult in the first year of study. International students can face difficulties such as culture shock, as lack of English language proficiency, social isolation, psychological distress, unmet expectations and academic pressures (Khawaja & Stallman, 2011). While some first year international students struggle with various challenges, other students revel in their new experiences and thrive. Schreiner (2010b) described thriving students as being “fully engaged intellectually, socially and emotionally” in the university environment and these students strive to truly make the best of their international experience. 1 From Other Lands: Mental Health and Wellbeing of International University Students During the First Year of Study, Nuts and Bolts
Culture or transitional shock is an extremely common occurrence amongst international students when they first arrive in the host country (McLachlan & Justice, 2009). It can be caused by lack of preparation and information about the university, the host country or living independently (Khawaja & Stallman, 2011). It has been reported that the greater the difference between the home and host culture the more likely it is for students to experience culture shock (Ramsay, Jones, & Barker, 2007). Other studies have indicated that the extent of culture shock experienced by a student relates to the degree of cultural difference but also one’s ability to cope and adapt to the situation (Khawaja & Stallman, 2011). English is not the first language of many international students which poses a variety of problems. Many have difficulties with the host country’s colloquialisms and struggle to understand the content being taught which leads to academic stress (McLachlan & Justice, 2009). A lack of confidence in their spoken English also makes it difficult for some international students to express themselves and form friendships (Hendrickson, Rosen, & Aune, 2011). Forming friendships helps international students adjust to their new surroundings more readily by allowing them to improve their language skills and understanding of the host culture. These friendships may also act as a protective factor against mental health and wellbeing issues (Moores & Popadiuk, 2011). Befriending local students has a greater protective effect according to Hendrickson, Rosen and Aune (2011) compared to forming friendships only with other international students. Initially starting friendships with other international students can be highly beneficial as there is a sense of camaraderie and empathy (Sherry, Thomas, & Chui, 2010) however without the connection with local students, international students can still feel isolated from the rest of the student population (McLachlan & Justice, 2009). Joining social groups can create a sense of belonging which can also help in the acculturation processes and minimise the feelings of loneliness, homesickness and isolation (Schreiner, 2010a). While the majority of the literature regarding international students tends to focus on the negative impacts their sojourn has on their mental health and wellbeing, more recent research has explored the positive experiences of international students. Moores and Popadiuk (2011) found that international students relished in the opportunity which studying abroad gave them to grow as a person, foster new relationships and social networks and participate in extracurricular activities. These students also stated that they were resilient through the hard times and learnt from previous experiences to help themselves overcome difficulties (Moores & Popadiuk (Moores & Popadiuk, 2011). Forming friendships early on, especially with local students, can promote positive mental health and wellbeing, help students settle into university life and develop a sense of belonging (Hendrickson, Rosen & Aune, 2011; McLachlan & Justice, 2009; Moores & Popaduik, 2011; Schreiner, 2010b; Sherry, Thomas & Chui, 2010). Students who have positive experiences tend to form social networks early, participate in activities outside university, and feel that their time spent as an international student has made them more independent and confident in themselves (McLachlan & Justice, 2009). Thriving students are also resilient, more likely to take on a challenge and deal with difficult situations by learning from past experiences (Moores & Popadiuk, 2011). It is evident that not all international students find their time studying aboard a negative period in their life. However, the factors influencing the mental health and wellbeing of international students are complex and to gain a better understanding of why some 2 From Other Lands: Mental Health and Wellbeing of International University Students During the First Year of Study, Nuts and Bolts
international students thrive it is necessary to explore the social, educational and environmental aspect of these students’ lives. This presentation will present findings from a research project investigating the factors that lead to positive mental health and wellbeing as described by first year international students who self-identify as “thriving”. Methodology This project used qualitative inquiry techniques such as interviews to understand and explore the factors that thriving international students see as creating their own positive experiences. We aimed to gain an insider’s understanding on why some international students are thriving, what factors they believe make a difference for them compared to peers who may be struggling, and what issues they observe could be causing angst for themselves or international peers, especially during their first year as an international student. Participants for this study were international students who had lived in Australia 5 years or less, had an Australian student VISA, attended a metropolitan campus of a large Australian university and self-identified as having good mental health and wellbeing. 10 participants were recruited using poster advertisements and snowball sampling. Semi-structured interviews, which ran for approximately 30-45 minutes, were conducted and the participants were asked their thoughts on their own mental health and wellbeing as well as that of their peers and reasons for why they believe some international students thrive. The interviews were audio recorded and transcribed. Field notes were also taken at the time by the interviewer to note various non-verbal cues. All data collected from the interviews and field notes was inductively and deductively analysed by the research team to derive the major themes. Discussion in the presentation session will focus on the key findings and audience members will be encouraged to compare these outcomes with their experience of working with international students in their home institution. Session Plan The session will alternate between an overview presentation of the research findings and discussion with session participants. The proposed session outline is:
10 minute presentation of key findings, describing the factors that support thriving and mental health and wellbeing from the first year international student’s perspective. 5 minutes of questions from participants 10 minutes of small group discussion on the questions below (or others raised in question time) 5 minutes of debrief discussion and summary
Questions/Issues for Discussion
What are some of the challenges you observe first year international students facing? What strategies do you observe them using to overcome such issues? Which aspects of university life help international students thrive, especially in their first year at a new institution? What can universities do to support the positive mental health and wellbeing of international students? 3
From Other Lands: Mental Health and Wellbeing of International University Students During the First Year of Study, Nuts and Bolts
References Andrade, M. S. (2006). International students in English-speaking universities: Adjustment factors. Journal of Research in International Education, 5(2), 131-154. doi: 10.1177/1475240906065589 Asmar, C. (2005). Internationalising students: reassessing diasporic and local student difference. Studies in Higher Education, 30(3), 291-309. doi: 10.1080/03075070500095713 Hendrickson, B., Rosen, D., & Aune, R. (2011). An analysis of friendship networks, social connectedness, homesickness, and satisfaction levels of international students. International Journal of Intercultural Relations, 35(3), 281-295. doi: 10.1016/j.ijintrel.2010.08.001 Khawaja, N. G., & Stallman, H. M. (2011). Understanding the coping strategies of international students: A qualitative approach. Australian Journal of Guidance and Counselling, 21(2), 203-224. doi: 10.1375/ajgc.21.2.203 McLachlan, D. A., & Justice, J. (2009). A grounded theory of international student wellbeing. Journal of Theory Construction & Testing, 13(1), 27-32. Moores, L., & Popadiuk, N. (2011). Positive aspects of international student transitions: A qualitative inquiry. Journal of College Student Development, 52(3), 291-306. doi: 10.1353/csd.2011.0040 Ramsay, S., Jones, E., & Barker, M. (2007). Relationship between adjustment and support types: Young and mature-aged local and international first year university students. Higher Education, 54(2), 247-265. doi: 10.1007/s10734-006-9001-0 Schreiner, L. A. (2010a). Thriving in community. About Campus, 15(4), 2-11. doi: 10.1002/abc.20029 Schreiner, L. A. (2010b). The “thriving quotient”: A new vision for student success. About Campus, 15(2), 2-10. doi: 10.1002/abc.20016 Seow, M. A. (2005, October). The Changing Profile of the International Student – Understanding the student with status from previous study. Paper presented at the Australian International Education Conference. Retrieved from http://www.aiec.idp.com/pdf/seow,%20mary%20ann.pdf Sherry, M., Thomas, P., & Chui, W. H. (2010). International students: a vulnerable student population. Higher Education, 60(1), 33-46. doi: 10.1007/s10734-009-9284-z
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