Behavioral Health Risk and Resilience among International Students in the United States: A Study of Socio-demographic Differences

Abstract

Using a resilience framework, the current cross-sectional study examined indicators of behavioral health risk and resilience among U.S. international students (N=322) across key socio-demographic characteristics. A multimethod approach was used to collect data with both an online platform and paper-based survey instrument. Results showed that higher levels of acculturative stress were reported by older students, females, undergraduates, students who lived with their families, and those who had resided in the US longer than 2 years. Findings underscore the importance of culturally-relevant screening and prevention strategies that target resilience and other protective factors to reduce health risk and encourage well-being and academic success among international students.

Mental Health Status and Help-Seeking Strategies of Canadian International Students

“…Of interest, international and domestic students on the French-language campus were more likely to report depressive symptomology, whereas respondents on the English-language campus were more likely to report anxiety. Present findings pertaining to mental health status may seem surprising given that the literature has generally established that IS face greater mental health difficulties and exhibit more mental health-related risk-taking behaviours than their domestic counterparts (Kim et al, 2019;Shadowen et al, 2019). Our findings may, in part, be explained by our IS sociodemographic profile: most were male, older, and more likely to report religious practice.…”

“…Our findings may, in part, be explained by our IS sociodemographic profile: most were male, older, and more likely to report religious practice. These characteristics may have influenced results and contributed to higher mental health scores (Kim et al, 2019). Furthermore, the present study's unique context -that of African IS on smaller Canadian campuses-contrasts with research previously undertaken in larger metropolitan institutions (Robinson et al, 2016;Thomson & Esses, 2016) and among Asian IS (Huang & Mussap, 2018;Thomson & Esses, 2016;Zhang & Goodson, 2011b).…”

“…This acculturative process may encompass alterations in an individual 's beliefs, values, identity, or behaviour (Abraído-Lanza et al, 2004;Thomson & Hoffman-Goetz, 2009). Although of value for personal and professional enrichment, this process may lead to acculturative stress, which has been associated with poor mental health, internalizing symptomology, and increased risk behaviour (Crockett et al, 2007;Huang & Mussap, 2018;Yang et al, 2018), especially among undergraduates, females, mature students, students residing with family, and students who have resided in their host country for two years or more (Kim et al, 2019).…”

The phenomenon of spiritual homelessness in transnational spaces among international students in the United States

“…International students, as a group of temporary migrants, play a unique and complex role, where they are a part of multiple economic systems as consumers, employees and potential contributors to their country of study ($44.7 billion to the 2018 US economy; Hazen & Alberts, 2006; IIE, 2020) and country of origin (Börjesson, 2017). Although international students' pursuit of higher education in the United States is motivated by hope and anticipation of success, it is also accompanied by numerous challenges (Sullivan, 2010): deep grief and a loss of identity and belonging (Guo, 2016; Moores & Popadiuk, 2011); individual and structural obstacles to adjustment that negatively affect their health and well‐being (Kim et al, 2019); and higher rates of behavioural health challenges (anxiety, depression and substance use) that negatively affect adaptation, academic performance and overall well‐being (Liu et al, 2016). International students from non‐Western economies face many particular challenges, including but not limited to financial difficulties, language barriers, perceived discrimination, higher academic standards and acculturative stress (Koyama & Belli, 2011).…”

A study into wellbeing, student engagement and resilience in early-adolescent international school students

“…Along with wellbeing and student engagement, resilience is another growing field of interest within the international education sector (Kim et al, 2019; Sabouripour and Roslan, 2015; Wang, 2008; Yoo et al, 2013). Resilience has been described as a desirable trait for international students to possess as it can enable them to adjust to their new environment and withstand the stress they may experience (Cheung and Yue, 2013; Sabouripour and Roslan, 2015).…”