Identity Continuity Protects Academic Performance, Retention, and Life Satisfaction among International Students

Prevalence of university non-continuation and mental health conditions, and effect of mental health conditions on non-continuation: a systematic review and meta-analysis

BACKGROUND

University non-continuation, also termed as university dropout in literature, is a concern for institutions. Elevated stress levels, mental distress, and psychiatric issues affect academic performance and thus may contribute to non-continuation. There is a lack of systematic reviews exploring the link between mental health and university non-continuation.

AIM

This systematic review aims to bridge this gap, by investigating the prevalence of non-continuation and mental health conditions among university students, and the impact of mental health on university non-continuation.

METHODS

Following PRISMA guidelines this review synthesized data from 67 studies, utilising both narrative synthesis and meta-analytic techniques.

RESULTS

The results revealed that the included studies reported a range of university non-continuation rates (5.9% to 43.6%) with a pooled prevalence of 17.9%, 95% CI [14.2%, 22.3%]. The prevalence of mental health concerns among students varied widely (2.2% to 83.6%), with a pooled prevalence of 26.3%, 95% CI [16.0%, 40.0%]. Depression, OR = 1.143 (95% CI [1.086, 1.203] p<.001), stress, OR = 1.413 (95% CI [1.106, 1.805], p=.006), and other mental health conditions, OR = 1.266 (95% CI [1.133, 1.414], p<.001), were associated with higher non-continuation.

CONCLUSION

Some mental health conditions elevate non-continuation risks, and addressing mental health may enhance student retention in higher education.

Social identity, mental health and the experience of migration

Evidence suggests that social identities, which provide purpose and a sense of belonging, enhance resilience against psychological strain and safeguard well-being. This applies to first-generation migrant populations facing adverse experiences, including prejudice and disconnection from previous identities during host country integration, negatively impacting their well-being. The importance of social identity also extends to first-generation migrant descendants, confronting dual-identity challenges and experiencing exclusion and discrimination despite being native born. Building on the social identity approach to mental health, 20 semi-structured interviews were conducted to investigate how migrants construct their social identities, their perspective on the challenges and changes they experience in relation to group memberships and ultimately, the influence this has on their psychological well-being. Findings emphasize the significance of social identity continuity and gain pathways in first-generation migrants' successful adjustment and psychological well-being. For second-generation migrants, dual-identity development is especially difficult during adolescence due to social exclusion and discrimination in schools. Even in early adulthood, pressure to maintain heritage identity can lead to negative mental health outcomes over time. The current study contributes to and strengthens the social identity approach to migrant mental health and has wider implications for psychological interventions and policy.

The Double-Edged Influence of Self-Expansion in the Metaverse: A Two-Wave Panel Assessment of Identity Perception, Self-Esteem, and Life Satisfaction

This study researches the impact of self-expansion experiences in the Metaverse on users' identity perception, self-esteem, and life satisfaction. To do so, the researchers conducted a two-wave panel study with a 3-month interval (N = 486) in VRChat, one of the most popular social virtual reality (VR) platforms. As predicted, the increase in self-expansion experience in VR environments positively predicted users' self-esteem and life satisfaction. However, when self-expansion led to a loss of coherency in the self-concept by causing identity disjunction or self-discrepancy, it damaged self-esteem and life satisfaction, respectively. The current findings exhibit that experimenting with and enlarging identity through immersive experiences in the Metaverse could benefit the individual, but only when it does not cause a disconnection between virtual and offline identities. This article discusses the potential opportunities and risks in the Metaverse, emphasizing the importance of advancing our understanding of the self-expansion experience in immersive media.

Group Belonging and Social Identities in the Transition of Asylum-Seekers in Greece: Longitudinal Pathways to Adjustment

Millions of forced migrants settling in host countries often struggle to adjust to their new life. As their inclusion and adjustment within receiving societies has become a global social challenge, studying the factors that support their successful transition is an important topic of research inquiry. The present three-wave longitudinal study examined the role of group belonging and social identification in facilitating the transition of 60 sub-Saharan African asylum-seekers to Greece. Drawing upon the Social Identity Model of Identity Change (SIMIC), we investigated how multiple group memberships before migration, social identity continuity, and social identity gain related to their adjustment over 8 months. On the between-person level, multiple group belonging before migration indirectly contributed to better person-average levels of sociocultural adjustment, physical health functioning and satisfaction, psychological distress, and life satisfaction, by way of higher person-average levels of social identity continuity and/or social identity gain. However, multiple groups before migration also had a direct negative effect on the overall levels of psychological distress. On the within-person level, positive changes in social identity continuity and gain were related to positive changes in different adjustment-related outcomes over time. Our findings are consistent with SIMIC and highlight the importance of group belonging and associated social identities in forced migrants' transition, in ways that may pave the way for the development of social identity interventions to promote their health, well-being, and successful integration. Future longitudinal and experimental evidence with larger and more diverse samples of forced migrants is needed to establish the generalizability and causality of the observed associations.

Social group connections support mental health following wildfire

PURPOSE

As environmental disasters become more common and severe due to climate change, there is a growing need for strategies to bolster recovery that are proactive, cost-effective, and which mobilise community resources.

AIMS

We propose that building social group connections is a particularly promising strategy for supporting mental health in communities affected by environmental disasters.

METHODS

We tested the social identity model of identity change in a disaster context among 627 people substantially affected by the 2019-2020 Australian fires.

RESULTS

We found high levels of post-traumatic stress, strongly related to severity of disaster exposure, but also evidence of psychological resilience. Distress and resilience were weakly positively correlated. Having stronger social group connections pre-disaster was associated with less distress and more resilience 12-18 months after the disaster, via three pathways: greater social identification with the disaster-affected community, greater continuity of social group ties, and greater formation of new social group ties. New group ties were a mixed blessing, positively predicting both resilience and distress.

CONCLUSIONS

We conclude that investment in social resources is key to supporting mental health outcomes, not just reactively in the aftermath of disasters, but also proactively in communities most at risk.

Challenges and social adaptation of international students in Saudi Arabia

Adapting to university life in Saudi Arabia can be difficult for international students. This qualitative research, based on the social adaption framework, explore in detail the problems that international students experience during their enrolment at Al-Imam Mohammad Ibn Saud Islamic University (IMSIU), which is located in Riyadh, Saudi Arabia. Utilizing purposeful sampling, 20 students participated in the semi-structured interviews. The interviews contained 16 questions to elicit the students' perceptions about the challenges they encountered faced during their residence in Saudi Arabia. Findings revealed that international students experienced language barriers, had to deal with issues regarding culture shock, and had episodes of depression, nostalgia, stress, loneliness, and homesickness. However, these international students retained positive attitudes about their social adaptation and were satisfied with the resources and facilities provided at IMSIU. It was strongly suggested that student affairs officers, academic professionals, and social work practitioners, who interact with overseas students, should strive to help international students overcome possible language, communication, lifestyle, and institutional barriers. The implication is that international students should utilize various counseling and professional guidance resources to assist them adapt to the new lifestyle in the host country. This study could be replicated using a mixed-methods approach for future investigators.

Social identity loss and reverse culture shock: Experiences of international students in China during the COVID-19 pandemic

Background

International students are often exposed to various challenges during life transitions. The 'mindsponge' mechanism suggests that individuals absorb and integrate new cultural values that are compatible with their core values while rejecting those of lesser importance. On the basis of this notion, this article explores the experiences of international students in China regarding their unplanned return to their home countries during the COVID-19 pandemic through the lens of the mindsponge mechanism.

Aim

This article aims to highlight the experiences of international students in China who are going through life transitions due to the global pandemic. The study focuses on the experiences of two groups of international students: (1) Those who remained in China during the pandemic, and (2) those who had left China and were stranded in their home countries due to a ban on international travel amid COVID-19.

Method

This qualitative study comprised of in-depth semi structured in-person and online interviews. Thematic Analysis was used to analyze the data in order to generate study themes.

Results

The results revealed that students who remained in China experienced challenges which included anxiety, closure of campuses, lockdown, their parents' concern regarding health issues, and not being able to meet with friends. On the other hand, students who had left China during the pandemic were confined to their home countries. This group of students experienced more severe problems than the students who remained in China. Since the transition to home countries was "unplanned," they were not ready to readjust to their native culture and were vulnerable to severe reverse culture shock. Upon returning to their home countries, international students faced a number of challenges, including readjustment to their home countries and changes in their lives in host and home countries. In addition, they lost social and academic resources, such as the disruption of study environment, losing important group memberships, financial constraints, visa expiry, graduation delay, and academic suspension.

Conclusion

This study concluded that the international students experienced cultural problems after unplanned transition to their home countries during the pandemic. They described effects of reverse culture shock as being more distressing. They perceived dissatisfaction due to loss of previously held social identities and sense of belonging to the traditional society they left behind. There is a need of future studies on the long-term effect of unplanned transition on psychological, social and professional experiences. The process of readjustment has proven to be a challenging endeavor.

Cross-cultural adaptation of Chinese students in the United States: Acculturation strategies, sociocultural, psychological, and academic adaptation

This study was conducted with the primary purpose to gain a comprehensive understanding of Chinese students' acculturation by examining the effects of their acculturation strategies, sociocultural, psychological adaptation on the academic adaptation. The total number of 315 international Chinese students studying in the United States participated in an online survey. The mid-point split method was used to classify the four acculturation strategies among Chinese students. The results of a Chi-square test, ANOVA analyses and hierarchical regressions reveal that separation was the most preferred acculturation strategy by the Chinese students while marginalization was the least desirable. Chinese students did the best in sociocultural adaptation but the worst in academic adaptation. However, students who achieved a good sociocultural adaptation encountered unexpected problems with their psychological adaptation. Findings also indicate that international Chinese students' preference for separation and marginalization was associated with a better psychological and academic adaptation while integration and assimilation strategy was associated with a better sociocultural adaptation. Their academic adaptation can be predicted significantly by their psychological adaptation, not by their sociocultural adaptation.

Impact on social capital and learning engagement due to social media usage among the international students in the U.S

International students who pursue their academic goals in United States are prone to difficulties when attempting to build social resources and adjust to the new culture. Social media is a practical means of connection due to its ease of use and accessibility. Previous research has indicated contradictory effects of social media use on academic engagement. In addition to the direct effect, this research examined social media use influences on international students' learning engagement by mediating social capital and cultural adjustment. A total of 209 international students completed a web-based survey distributed via e-mail and social media between November 2021 and May 2022. Data were analyzed using Structural Equation Model. Results showed that only purposely using social media to collaborate with learning counterparts or materials directly improves international students' learning engagement. Other uses of social media (e.g., expanding new resources, solidifying close relationships) have no significant direct effects. Nonetheless, they are essential to improving levels of learning engagement via the mediation of bridging capital (social resources attributed to expanding relationships) and students' cultural adjustment in the U.S. International students' bonding capital (social resources available through trustworthy relationships) and home cultural retention showed little direct or indirect effects on learning engagement. This study recognizes the importance of social resources and cultural adjustment for international students. Also, this study provides valuable information to educators and administrators, as there is a need to identify the underlying mechanisms to contribute feasible learning intervention approaches and alleviate negative effects for international students.

Social Identities Mediate the Relationship Between Isolation, Life Transitions, and Loneliness

Research has demonstrated that life transitions lead to heightened experiences of loneliness, in part because they engender isolation. We tested whether the degree of isolation during a transition influences loneliness, and if this is due to their effects on social identity processes. Employing an experimental paradigm, Study 1 (N = 213) found that when the transition involved isolation from new networks, in this case studying at university online as opposed to in person, it led to more loneliness, and this was mediated through reduced social identification and continuity of group memberships. Study 2 (N = 215) replicated these effects using a different experimental paradigm in which the transition involved isolation from old group memberships, namely moving to a new neighbourhood from interstate. Study 3 (N = 2346) employed a quasi-experimental repeated-measures design to assess the impact of a highly isolating life transition on loneliness–COVID lockdown. Australians in prolonged lockdown experienced increases in loneliness and this was mediated through (lack of) continuity of group memberships. Overall, these results suggest that isolation needs to be considered when assessing the impact of life transitions on loneliness. Moreover, the mediation results indicate that isolating transitions may be responsible for loneliness because these make it difficult to maintain crucial group memberships and form a sense of identification with relevant new groups.

Could mindfulness diminish mental health disorders? The serial mediating role of self-compassion and psychological well-being

The COVID-19 pandemic clearly has various detrimental psychological effects on people's mental health, emphasizing the importance of mindfulness in overcoming such repercussions. This is in line with the growing number of studies that have been conducted to assess the effects of mindfulness in diverse settings. However, the role of mindfulness in reducing mental health issues among university students has received little attention. Therefore, the current work seeks to investigate how mindfulness could reduce the anxiety, depression, and stress of university students and how self-compassion and psychological well-being could mediate the links between mindfulness and these mental health disorders. To that end, an explanatory sequential mixed-method design was adopted. Quantitative data collected, through a two-wave survey, from 560 Vietnamese students having an average age of 18.7 years were used to test the hypotheses. To measure the six variables in the research models, we opted for the Five Facet Mindfulness Questionnaire (FFMQ), Self-Compassion Scale (SCS-26), Depression Anxiety Stress Scale (DASS-21-7 items for each subscale), and World Health Organization-Five Well-Being Index (WHO-5). Additionally, qualitative data from 19 in-depth interviews were utilized to explain the quantitative findings and explore students' experiences in practicing mindfulness and self-compassion to decrease stress, depression, and anxiety. The results elucidated that self-compassion and psychological well-being serially mediated the relationships between mindfulness (as a predictor) and anxiety, stress, and depression (as outcome variables). The findings demonstrated the key role of mindfulness in increasing students' self-compassion and psychological well-being as well as reducing anxiety, depression, and stress. This research holds substantial contributions by providing universities and psychotherapists with recommendations to deal with negative psychological consequences caused by COVID-19.

Social identity makes group-based social connection possible: Implications for loneliness and mental health

This review argues that a distinctly positive form of social connection is made possible by the social identities that people derive from psychologically meaningful group memberships. These connections have important implications for mental health by virtue of their distinct capacity to furnish people with a sense of collective meaning, purpose, support, and efficacy. This analysis suggests that loneliness and its toxic effects arise in part from the challenges of achieving this distinct form of social connection in contemporary society. However, it also suggests that a good way to tackle loneliness and support mental health is by building, restoring, and sustaining social identities through meaningful group-based connections. We conclude by reflecting on the success of interventions that do precisely this - most notably Groups 4 Health.

Identity Leadership, Social Identity Continuity, and Well-Being at Work During COVID-19

The COVID-19 pandemic has led to widespread remote working that has posed significant challenges for people’s sense of connection to their workplace and their mental health and well-being. In the present work, we examined how leaders’ identity leadership is associated with the well-being of employees in the context of the COVID-19 pandemic. Specifically, we examined how both leaders’ and team members’ identity leadership is associated with employees’ social identity continuity, and through this with their job satisfaction, burnout and loneliness at work. Employees (N = 363) participated in a field study during the COVID-19 pandemic, completing measures of their leader’s and team members’ identity leadership (i.e., entrepreneurship and impresarioship), social identity continuity, job satisfaction, burnout, loneliness at work. Results revealed that to the extent that employees perceived greater social identity continuity, they were more satisfied with their work and felt less lonely. Furthermore, mediation analyses revealed indirect effects of team members’ identity entrepreneurship on job satisfaction and loneliness via an increase in social identity continuity. Results suggest that to foster employees’ health and well-being in times of disruption, organizations might put in place practices that allow employees to maintain a sense of ‘we-ness’ at work by involving not only formal leaders but also other members of the organization.

Life Change, Social Identity, and Health

Life change affects health. Research aimed at understanding the consequences of life change has primarily focused on the important roles played by stress, social support, individual differences, and broader socioeconomic factors in shaping health outcomes, most notably mental health decline. In this review we extend these accounts by exploring social identity-based determinants of adjustment to life change. We do so by drawing on social identity theorizing and, in particular, the Social Identity Model of Identity Change (SIMIC). This points to the importance of multiple, maintained, new, and compatible group memberships as determinants of people's responses and adjustment to life change. We apply this model to understand the health consequences of adjustment to life change in four diverse areas: pursuit of higher education, migration, trauma and resilience, and recovery from illness and injury. Finally, we provide direction for future research on SIMIC and the health consequences of life change.