The Importance of a Sense of University Belonging for the Psychological and Academic Adaptation           of International Students in Germany

Yildirim, Hüseyin Hilmi; Zimmermann, Julia; Jonkmann, Kathrin

doi:10.1026/0049-8637/a000234

Cited by 14 publications

(7 citation statements)

References 52 publications

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“…Previous studies have extensively explored the academic adaptation of international students worldwide, encompassing various regions such as Asian countries (Arief & Melati, 2017;Jang, 2018;Wachyunni et al, 2023), China (Hussain & Shen, 2019;San & Guo, 2022;Sheng et al, 2022;Wenyan et al, 2023), African countries (Owusu-Agyeman & Mugume, 2023), European countries (Campos et al, 2022;Yildirim et al, 2021), Russia (Beregovaya & Kudashov, 2019), and the United States (Park, 2016;Tutar, 2023). The overarching goal of these global studies was to discern patterns and identify gaps in understanding the academic adaptation of international students across diverse countries.…”

Section: Academic Adaptationmentioning

confidence: 99%

Understanding International Students’ Academic Adaptation and Motivation to Pursue Higher Education in Turkey

Alnajjar,

Alacapınar

2024

EUROPEAN J PSYCHOL E

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<p style="text-align:justify">The current study investigates the academic adaptation levels of international students and their motivations for pursuing higher education in Turkey. The study also aimed to compare the adaptation of international students in higher education in terms of various variables such as gender, age, duration in Turkey, education level, and university. A mixed-methods design was employed, incorporating both quantitative and qualitative methodologies. The study involved 222 international students from four universities in Konya who completed an online questionnaire. Data collection used the "international students’ adaptation to higher education" scale. The quantitative data in this study were subjected to statistical analyses, using non-parametric tests such as the Mann– Whitney U test and the Kruskal– Wallis H test, while the qualitative data were analyzed using the content analysis technique. Because of the analysis, it was noted that international students demonstrated heightened levels of adaptation in the realms of academic processes, academic principles, and socio-cultural dimensions of university life. However, a moderate level of adaptation was identified in the domain of academic experiences, shedding light on some challenges encountered by students in this aspect. Additionally, the results showed no significant differences in academic adaptation levels among international students based on study variables. Concerning the motivations of international students to pursue higher education in Turkey, prominent factors encompass the quality and diversity of higher education opportunities, historical and cultural heritage, ease of living, affordability, and religious and ethnic ties. This underscores the importance of universities and policymakers in Turkey to recognize challenges and promote the strengths of the country as an international study destination.</p>

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Section: Academic Adaptationmentioning

confidence: 99%

Understanding International Students’ Academic Adaptation and Motivation to Pursue Higher Education in Turkey

Alnajjar,

Alacapınar

2024

EUROPEAN J PSYCHOL E

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“…The feeling of being integrated in the group of fellow students is a major predictor of academic success and drop-out (cf. Yildirim et al, 2021). Certain results of the SeSaBa project (cf.…”

Section: Recommendations For Actionmentioning

confidence: 99%

Accompanying international students in Germany to academic success: Results and recommendations from the SeSaBa project

Pineda¹,

Kercher²,

Falk³

et al. 2022

Self Cite

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In the framework of the research project „Success and withdrawal of international students in Germany“ (SeSaBa), the study and life situation of international students was analysed in detail. Between the winter semester 2017/18 and the summer semester 2020, more than 4,500 international bachelor’s and master’s students from 125 universities were surveyed about their study and living situation in Germany. This publication summarizes key findings from the SeSaBa project.

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“… 35 , 36 School belonging can positively affect various adaptive activities in college, both academically and interpersonally, and it has been found that the implementation of interventions that promote an individual’s school belonging can help him or her to establish positive relationships with others and enhance the individual’s adaptation. 37 To sum up, it can be inferred that school belonging plays a mediating role in self-esteem and sociocultural adaptation.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Self-Esteem on Sociocultural Adaptation of College Students of Hong Kong, Macao and Taiwan: The Chain Mediating Role of Social Support and School Belonging

Wu,

Liu,

et al. 2024

PRBM

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Purpose Mainland universities have become one of the important choices for students from Hong Kong, Macao and Taiwan, but the maladaptation caused by environmental migration will have a negative impact on the mental health of them. Therefore, it is urgent to explore the psychological mechanism of sociocultural adaptation of Hong Kong, Macao and Taiwan students. Methods In order to explore the influence of self-esteem on the sociocultural adaptation of college students of Hong Kong, Macao and Taiwan studying in mainland universities, as well as the mechanism of social support and school belonging, a survey was conducted among 1108 college students from Hong Kong, Macao and Taiwan studying in mainland universities, with the help of Rosenberg Self-Esteem Scale, Sociocultural Adaptation Scale, Perceptive Social Support Scale and The Psychological Sense of School belonging Scale. Results The results show that (1) Different grades of college students of Hong Kong, Macao and Taiwan have differences in school belonging and sociocultural adaptation (P<0.05); (2) Self-esteem, social support, school belonging and sociocultural adaptation were positively correlated (P < 0.01); (3) The mediation model test showed that self-esteem could directly and positively predict sociocultural adaptation with a direct effect size of 0.245; Social support and school belonging played a mediating role between self-esteem and sociocultural adaptation, and the mediating effect sizes were 0.094 and 0.085, respectively. The chain mediating effect of social support and school belonging was also significant, and the mediating effect size was 0.108. Conclusion Self-esteem can not only directly affect college students’ sociocultural adaptation, but also indirectly affect college students’ sociocultural adaptation through the chain mediating effect of social support and school belonging. This study further reveals the mechanism of self-esteem on sociocultural adaptation and provides psychological basis for universities to improve the sociocultural adaptation level of different groups of students.

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The Importance of a Sense of University Belonging for the Psychological and Academic Adaptation of International Students in Germany

Cited by 14 publications

References 52 publications

Understanding International Students’ Academic Adaptation and Motivation to Pursue Higher Education in Turkey

Understanding International Students’ Academic Adaptation and Motivation to Pursue Higher Education in Turkey

Accompanying international students in Germany to academic success: Results and recommendations from the SeSaBa project

The Influence of Self-Esteem on Sociocultural Adaptation of College Students of Hong Kong, Macao and Taiwan: The Chain Mediating Role of Social Support and School Belonging

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