Changes in Psychological Well-Being Among International Students in the US: The Role of Interactions With Peers, Faculty, and Staff

Katsumoto, Shinji; Bowman, Nicholas A.

doi:10.1353/csd.2021.0029

Cited by 3 publications

(1 citation statement)

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“…Students took classes and socialized in distorted time zones to compensate for place and opportunity losses. But first-year college students who are newly entering adulthood require more robust support for their development and psychological well-being (Nelson and Padilla-Walker, 2013;Katsumoto and Bowman, 2021). As a direct consequence, the individuals who took part in this research encountered a greater degree of cognitive and behavioral challenges and difficulties.…”

Section: First-year International University Students' Characteristicsmentioning

confidence: 99%

Starting university during the pandemic: First-year international students’ complex transitions under online and hybrid-learning conditions

Wang

2023

Front. Psychol.

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International education activities suddenly halted due to the COVID-19 pandemic, severely disrupting student mobility and academic learning. Many educational institutions have delivered programs to students through digital devices globally rather than in situ. Such a shift presents a unique opportunity to assess the impact of online and hybrid education for international students. This qualitative study interviewed 30 international students who had arrived on campus and shared their first-year university transition experiences during the pandemic. The analysis shows that spatial and temporal circumstances created two scenarios and thus resulted in different first-year university experiences. Although all students were dissatisfied with online learning, studying at a distance in different time zones was particularly detrimental to international students’ mental and physical health. The (im)mobile environments led to mismatches in expectations, roles, activities, and realities, negatively affecting student learning and adjustment. This study highlights the complex international transition issues and offers implications for sustainable online and hybrid-learning practices in the educational system.

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Section: First-year International University Students' Characteristicsmentioning

confidence: 99%

Starting university during the pandemic: First-year international students’ complex transitions under online and hybrid-learning conditions

Wang

2023

Front. Psychol.

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Discrimination, Traumatic Stress, and Coping Among Muslim International Students

Jeevanba,

Nilsson,

Berkel

2024

Journal of College Student Mental Health

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

Agostinelli,

Albert

2024

Journal of Studies in International Education

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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.

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Changes in Psychological Well-Being Among International Students in the US: The Role of Interactions With Peers, Faculty, and Staff

Cited by 3 publications

References 0 publications

Starting university during the pandemic: First-year international students’ complex transitions under online and hybrid-learning conditions

Starting university during the pandemic: First-year international students’ complex transitions under online and hybrid-learning conditions

Discrimination, Traumatic Stress, and Coping Among Muslim International Students

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

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