COVID-19 stress, social support, and coping in international students during the COVID-19 pandemic: a moderated analysis on anxiety and depression

OBJECTIVE

This study examined the associations between COVID-19 stress and anxiety and depression among international college students and assessed if this relationship was moderated by coping and social support.

PARTICIPANTS

219 international students at a large US university.

METHODS

A cross-sectional online survey utilizing validated scales was conducted from October 1 to 25, 2020. Path analyses assessed the effects of COVID-19 stress on anxiety and depression, and whether coping and social support moderated these relationships in international students.

RESULTS

COVID-19 stress was significantly associated with anxiety and depression in international students. Maladaptive coping moderated the relationship between COVID-19 stress and anxiety but did not moderate the relationship with depression. Neither adaptive coping or social support moderated the relationship between COVID-19 stress and anxiety or depression.

CONCLUSIONS

Results confirm the need for additional mental health services to reach international college students at risk of anxiety and depression during the COVID-19 pandemic.

Inclusive mental health support for international students: Unveiling delivery components in higher education

This study examines the delivery components of inclusive mental health services in higher education, centering on international university students. Through interviews with 32 participants at a state university in the United States, including students, counseling staff, and faculty, six key themes emerged: mental health professionals' multicultural self-awareness, focus on reparative services, mainstream mental health theories and approaches, professionals' cultural background, faculty involvement and physical space and confidentiality. These findings underscore the importance of training for professionals, expansive mental health offerings, incorporation of diverse approaches, confidentiality, active faculty participation and suitable physical environments. By addressing these components, universities can enhance the quality of mental health support for international student populations, promoting their overall well-being and academic success.

Impact of social support on the dietary behaviors of international college students in the United States

OBJECTIVE

International students in the US often adopt unhealthy dietary behaviors, perhaps due to lack of familiarity and social support. This study examined the impact of social support on international college students' dietary behaviors.

PARTICIPANTS

This study surveyed international students (N = 318) from five public universities in one Midwest state.

METHODS

Participants completed an electronic survey assessing self-reported eating habits and perceived social support using the Social Support for Eating Habits and the Starting the Conversation (STC) scales. Data analyses included multiple linear regression and multiple logistic regression to test the study's hypotheses. Comparisons were made to explore the impact of perceived social support on international students' dietary behaviors.

RESULTS

Significant predictors of unhealthy dietary behaviors included region of origin (specifically, being from East Asia, Europe and North America) and having families that discouraged healthy eating habits. Additionally, living with immediate family members significantly decreased students' likelihood of having higher friend encouragement for healthy eating habits. Finally, the amount of time participants spent in the US significantly increased their likelihood of having more discouragement of healthy eating from their friends.

CONCLUSIONS

International students' unhealthy eating habits increased when their families discouraged them from healthy eating. Interventions promoting healthy diet among international students should consider including family members to increase social support for healthy eating habits.

Perceived Social Support and Stress: a Study of 1st Year Students in Ireland

Social support is consistently associated with positive outcomes for students, in terms of wellbeing and academic achievement. For first year students, social support offers a way to deal with stressors associated with the challenge of transitioning to university. The current research was conducted with a range of first year students (n = 315) early in their first semester in university. Both male and female students reported moderate levels of social support and perceived stress, while those with higher levels of social support reported lower levels of stress. Gender differences were apparent in both the levels and sources of social support that students perceived as available to them. Female students reported higher levels of social support and stress than males, suggesting that university initiatives for enhancing social support and dealing with stress may require a gender-specific focus. The results are discussed in terms of recommendations for developing students' social supports during first year, in order to mitigate for the experience of stress and to enhance student experience of their educational journey.

Predictors of acculturation attitude of international students in China

This study investigates international students' acculturation attitude preference and the influence factors (i.e., gender, duration in China, host and English proficiency, adult attachment style and social ties) on each acculturation attitude (i.e, integration, assimilation, separation and marginalization attitude) in China. A group of 229 international students within China responded online. Results from cluster analysis based on process model of acculturation revealed that, integration was the most prevalent acculturation attitude of international students in China. Additionally, logistic regressions analysis indicated that duration in China was negatively associated with adoption of separation and marginalization attitude also higher level of English proficiency predicted the preference of marginalization attitude. However, Chinese proficiency was positively associated with integration attitude adoption, host ties were positively and significantly associated with adoption of assimilation and integration attitude, but negatively associated with the usage of marginalization attitude. Lastly, avoidance attachment was found negatively associating with the integration attitude. This study provides valuable insights for international student education policymakers to assist international students in order to adapt to a new environment quickly and effectively.

Colorblind Racial Ideology, Sense of Belonging, and Racism-Related Stress in Asian Indian International Students

International students are an essential part of higher education institutions in the U.S.A., bringing diversity to the educational environment and enhancing the economy. Asian Indian students comprise around 17.3% of all international students, and this population faces a range of unique stressors, with racial and ethnic discrimination being one that is understudied. In the present study, 192 Asian Indian international students completed a survey to understand how colorblind racial ideology and sense of belonging impacted their racism-related stress. We also examined this relationship based on gender and level of education. Our results suggest that colorblind racial ideology, sense of belonging, gender, and level of education significantly explained 32.3% of the variance in racism-related stress. In general, students who identified as women and undergraduate students (versus graduate students) reported higher levels of racism-related stress. Our findings suggests that in addition to the acculturation barriers international students face, Asian Indian international students deal with barriers related to racism. These findings have implications for educators and counselors in higher education institutions that Asian Indian international students have multifaceted identities that impact how they interpret racism.

A path analysis of stress and premenstrual symptoms in Korean international and Korean domestic students

AIMS

To identify the relationships between perceived stress, acculturative stress and premenstrual symptoms, among other associated factors (e.g. depressive symptoms, coping self-efficacy, perceived social support) of premenstrual symptoms suggested in the literature by testing the conceptual framework of the 'Stress and Premenstrual Experience Model: Women in Cultural Transition'.

BACKGROUND

Level of perceived stress has been cited as a major influencing factor for women's premenstrual symptoms; however, how these two elements are related, including possible mediators and moderators, remains unclear.

DESIGN

A longitudinal causal-comparative web-based study design.

METHODS

Data collection occurred between November, 2014 - February, 2015. The convenience sampling method was used to recruit 98 Korean international students and 89 Korean domestic students. Weekly surveys were conducted for 10 weeks to capture women's levels of perceived stress, acculturative stress and premenstrual symptoms from two menstrual cycles. The survey data collected during the premenstrual phase was analysed using path analyses.

RESULTS/FINDINGS

The hypothesized pathways based on the conceptual model were partially supported in the study. Depressive symptoms were a partial mediator between perceived stress and premenstrual symptoms and between acculturative stress and symptoms in Korean international students. The perceived social support was a moderator between perceived stress and premenstrual symptoms in Korean domestic students.

CONCLUSION

This study proposes a revised conceptual model that will contribute to the understanding of stress and premenstrual symptom severity in women in the acculturation process and concludes with suggestions and implications for future nursing practice and research.