The experiences and impact on wellness among international students in the United States during the COVID-19 pandemic

The role of intramural combat martial arts in enhancing well-being among international students: a combined theoretical approach

Introduction

International students often face significant psychological challenges as they navigate new cultural, academic, and social environments. Drawing on Self-Determination Theory and the Broaden-and-Build Theory, this study aimed to examine how engagement in combat martial arts enhances well-being among international students through the sequential processes of positive emotions, stress relief, and ego-resilience.

Method

A total of 311 international college students who had participated in intramural combat martial arts activities were recruited through an online survey platform. Serial mediation modeling was conducted to evaluate the hypothesized model using SPSS PROCESS.

Results

Our results indicate that while engagement in combat martial arts positively influences well-being, its direct effect on ego-resilience was not significant. Positive emotions and stress relief independently mediated the relationship between physical activity engagement and well-being. The findings revealed a sequential mediation effect, where positive emotions, stress relief, and ego-resilience collectively mediated the relationshipbetween physical activity engagement and well-being.

Discussion

This study contributes to the existing literature by providing insights into the psychological mechanisms underlying international students' well-being, and offers important practical implications for promoting mental health and resilience among this population.

US-based international students' resilience, well-being, and academic performance during the COVID-19 pandemic

OBJECTIVE

Drawing on social cognitive theory (SCT), this study examined the relationship between international students' resilience, well-being, and academic performance during COVID-19. We also explored the differences among these variables by home continent.

PARTICIPANTS

International students (n = 186) from 53 countries studying in the United States participated in the study.

METHODS

Data were collected through an online survey in Spring 2021 and analyzed using a mediation analysis and MANOVA.

RESULTS

Resilience was positively associated with both students' well-being and increased study hours. Resilience was also indirectly and positively associated with a better grade through an increase in study hours. However, well-being had no direct or indirect association with either the change in study hours or grades. We also found between-continent differences in some of the hypothesized variables.

CONCLUSIONS

Consistent with SCT, these findings highlight the importance of international students' resilience during a crisis and offer practical implications for university administrators during a future crisis.

Study Abroad Angst: A Literature Review on the Mental Health of International Students During COVID-19

BACKGROUND

The COVID-19 pandemic presented unique and unprecedented challenges for international students, those studying at institutions of higher education outside of their home countries, due to their distinct circumstances and vulnerabilities. This literature review examines the multifaceted mental health burdens they experienced and highlights the need for targeted support and interventions.

METHODS

A rigorous search across three databases (i.e., PubMed, PsycINFO, and ERIC) yielded 50 empirical studies for inclusion in this literature review. A six-phase thematic analysis framework was employed to identify and synthesize key themes.

RESULTS

Seven prominent themes emerged: (1) academic and professional disruptions; (2) challenges navigating international student status; (3) social isolation and loneliness; (4) difficulties with living arrangements; (5) financial and food insecurity; (6) health concerns for self and loved ones; and (7) experiences of discrimination and xenophobia.

CONCLUSIONS

This review highlights a range of tolls that mental health consequences took on international students, and it suggests the need for targeted interventions and support services to address these challenges. It also identifies critical research gaps, such as the need for longitudinal studies and comparative analyses with domestic students. The implications for inclusive policies and supportive environments to promote international students' well-being are discussed.

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

BACKGROUND

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.

MATERIAL AND METHODS

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.

RESULTS

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.

CONCLUSIONS

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.

Design and effectiveness of an online group logotherapy intervention on the mental health of Iranian international students in European countries during the COVID-19 pandemic

Introduction

The secondary impact of the COVID-19 pandemic, leading to widespread psychological challenges, significantly strained international students' mental health. The present work sought to design and assess the efficacy of an Online Group Logotherapy Protocol, an existential psychology approach developed by Viktor Frankl, to reduce anxiety and depression levels among Iranian international students who were migrants/refugees in different European countries during the pandemic.

Methods

The study recruited 70 students (58 females and 12 males, age range 20-35, 6 EU countries) experiencing moderate levels of anxiety and depression as measured by the Beck Anxiety (BAI) and Depression (BDI) Inventories at pre-test. Half the participants received a short-term closed group intervention comprising 6 online sessions / 90 min of logotherapy. The control group received 6 sessions without specific psychological treatment.

Results

The designed logotherapy sessions consisted of 1. Fundamentals of logotherapy, 2. Existential concerns, 3. Introspection, 4. Self-awareness and growth, 5. Empowering and facing challenges, 6. Meaning of life and conclusions. Five logotherapy techniques were used: Socratic Dialog, Modification of Attitude, Paradoxical Intention, Dereflection, and Logodrama. After the sessions, the post-test MANCOVA analysis showed a more potent effect of logotherapy reducing depression and anxiety than that elicited without intervention. The Eta coefficient suggests that the observed difference explains the effect of logotherapy with a strong power of 89%.

Conclusion

These findings unveil (1) the benefits of online group sessions despite the geographical distance and (2) the relevance of logotherapy effectively reducing depression and anxiety in such complex scenarios where psychological resources and cultural competencies are limited.

The development and evaluation of a short-term international student research and educational program

Objectives

This study aimed to describe the "how-to" details and processes for developing and evaluating a short-term international student research and education program.

Methods

This study included two parts: development and implementation, and evaluation of the program. A foreign doctoral nursing student requested to visit the West Virginia University School of Nursing for research training and academic teaching experience. The global nursing program coordinator and the lead mentor met and identified the program basis and team participants. Learning activities were related to this student's interest in older adults and in-home end-of-life care, included four contents: research; educational engagement; practice/clinical engagement; special activities & professional development training and courses. The program evaluation was conducted at the end of the six-month visit using a focus group and an anonymous short survey. Participants (n = 10) included the host university's faculty, graduate students, and one short-term international student.

Results

Content analysis of the participant's short survey answers and the focus group discussion resulted in three themes: 1) lessons learned from participating in the program (enhanced diversity in education and research, gaining new global healthcare knowledge, and self-reflection on and promoting cultural awareness); 2) program barriers and challenges (the visa application process, the English language barrier, the lack of public transportation in the town, and scheduling conflicts); and 3) strategies to overcome these barriers and challenges (adding cultural diversity information into curriculum; attending English proficiency with others in the class; using different communication techniques; continuous collaboration with the University's Office of Global Affairs for the Visa application process; providing interactive experiences). All participants rated their engagement in the program as very satisfactory (Mean = 4.67, SD = 0.50), and highly impacted their nursing skills in research, teaching, and clinical practice (Mean = 4.67, SD = 0.50).

Conclusions

All the participants have gained some experience in this program, which can be used for future teaching guidance. Further, international nursing students need assistance to adjust and thrive in the host university learning community. Faculty must be culturally sensitive, understand the visiting foreign nursing student' learning needs, and advocate for an environment suitable for enhancing the students' learning.

Mental Health Needs and Services Utilization among Undergraduate and Graduate Students in Texas during the COVID-19 Pandemic

COVID-19 created a global crisis, exacerbating disparities in social determinants of health (SDOH) and mental health (MH). Research on pandemic-related MH and help-seeking is scarce, especially among high-risk populations such as college/university students. We examined self-rated MH and psychological distress, the perceived need for MH services/support, and the use of MH services across the SDOH among college/university students during the start of the pandemic. Data from the COVID-19 Texas College Student Experiences Survey (n = 746) include full- and part-time undergraduate/graduate students. Regressions examined self-rated MH, psychological distress, perceived need, and service use across SDOH, controlling for pre-pandemic MH, age, gender, and race/ethnicity. Economic stability was associated with higher risk of poor MH and need for MH services/support. Aspects of the social/community context protected student MH, especially among foreign-born students. Racial discrimination was associated with both greater psychological distress and use of services. Finally, beliefs related to the sufficiency of available institutional MH resources shaped perceived need for and use of services. Although the worst of the pandemic is behind us, the inequitable distribution of the SDOH among students is unwavering. Demand for MH support is high, requiring higher education institutions to better mobilize MH services to meet the needs of students from diverse social contexts.

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

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.