Factors that Contribute to the Adjustment of International Students

Mesidor, Jean Kesnold; Sly, Kaye

doi:10.32674/jis.v6i1.569

Cited by 176 publications

(151 citation statements)

References 40 publications

Supporting

Mentioning

104

Contrasting

Unclassified

Order By: Relevance

“…Therefore, students must understand the importance of adjustment and its related factors (Misra et al, 2003). In this respect, Mesidor and Sly (2016) indicated that the level of self-efficacy among international students was significantly related to students' psychological adjustment.…”

Section: Introductionmentioning

confidence: 99%

Mediating Role of Self-Efficacy in the Relationship Between Optimism, Psychological Well-Being, and Resilience Among Iranian Students

Sabouripour¹,

Roslan²,

Ghiami³

et al. 2021

Front. Psychol.

View full text Add to dashboard Cite

The present study aims to examine whether self-efficacy mediates the relationship between optimism, dimensions of psychological well-being, and resilience among Iranian students. The participants in this study included 251 Iranian students from Universiti Putra Malaysia (UPM). Structural equation modeling using AMOS 20.0 was used to analyze the data. The results indicated that there were significant relationships between optimism, dimensions of psychological well-being, and resilience among Iranian students of UPM. The study findings presented that self-efficacy mediated the relationship between dimensions of psychological well-being (environmental mastery, autonomy, self-acceptance, positive relations with others, personal growth, and purpose in life) and resilience among Iranian students of UPM. Furthermore, self-efficacy was not observed to mediate the influence of optimism on resilience among Iranian students of UPM. The study’s findings help to understand the interrelationship between self-efficacy, various dimensions of psychological well-being, and resilience. Consequently, counselors, psychologists, and instructors can develop and plan valuable strategies to enhance students’ psychological factors.

show abstract

Section: Introductionmentioning

confidence: 99%

Mediating Role of Self-Efficacy in the Relationship Between Optimism, Psychological Well-Being, and Resilience Among Iranian Students

Sabouripour¹,

Roslan²,

Ghiami³

et al. 2021

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…The term "psychological flexibility" covers many meanings, like adapting to situational demands, re-configuring mental resources, shifting perspectives, and balancing competing desires, needs, and life domains (Kashdan and Rottenberg, 2010, p. 865). Various facets of flexibility have been studied; however, it is believed that (a) psychological inflexibility and negative emotions correlate positively (Fresco et al, 2006;Tavakoli et al, 2019), (b) anxiety and depression are related to the loss of flexibility (Kashdan and Rottenberg, 2010) and are likely to appear when people need to adjust to changes in their environment (Mitchell et al, 2007;Mitchell et al, 2007;Mesidor and Sly, 2016) while coping flexibility leads to lower anxiety and depression (Cheng and Cheung, 2005), and (c) psychological flexibility has a major contribution to well-being (Kashdan and Rottenberg, 2010;Wersebe et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Mental Health, Well-Being, and Psychological Flexibility in the Stressful Times of the COVID-19 Pandemic

et al. 2021

View full text Add to dashboard Cite

This study investigated the relationships between selected emotional aspects of mental ill-health (depression, anxiety, and stress, DASS) and mental well-health (well-being) experienced during the COVID-19 pandemic. The theoretical model of the study was based on Martin Seligman’s positive psychology and PERMA theory and Paul Wong’s Existential Positive Psychology 2.0 Theory, which postulates that negative experiences contribute to well-being and personal growth. The static approach was complemented by exploring the mediating role of psychological flexibility (defined as acceptance and action in the current situation) in the relationship between negative emotions and well-being. The data were collected during the initial phase of the COVID-19 pandemic from 277 participants (221 women), aged M = 33.83, SD = 12.77. The results confirmed that negative emotions correlated negatively with various domains of well-being (PERM), except for accomplishment (completing tasks and fulfill daily responsibilities). Moreover, negative emotions were related to the general well-being through psychological flexibility in that higher depression, anxiety, and stress were associated with lower psychological flexibility, which decreased general well-being. Finally, negative emotions were shown to be beneficial, having an adaptive effect that allows individuals to maintain their ability to cope with the situation, reach goals, and fulfill daily duties and responsibilities despite critical, stressful situation (like the COVID-19 pandemic) that limit their psychological flexibility. This observation confirmed the positive potential of negative aspects of life postulated within Existential Positive Psychology.

show abstract

“…Previous studies have also indicated that personality characteristics affect the degree to which students integrate into their new academic and social environment at university. Research into this relationship has almost exclusively been carried out using the Big Five personality characteristics (Hirai et al, 2015;Mesidor & Sly, 2016), and no studies so far have investigated how more narrow-bandwidth personality features, such as dependency and self-criticism are related to academic or social integration into the university environment.…”

Section: Academic and Social Integrationmentioning

confidence: 99%

Depression in Belgian first‐year university students: A longitudinal study of self‐definition, interpersonal relatedness, mentalizing, and integration

2021

View full text Add to dashboard Cite

Despite evidence of increasing prevalence of depression in university students, few studies investigated how depression evolves over the first months at university. We investigate severity of depression among first-year university students during their first semester at university, and whether it was associated with impairments in personality, mentalizing (or reflective functioning), and social and academic integration. Participants in this twowave prospective study were 377 Belgian first-year students in 2018 and 2019. Results showed that maladaptive interpersonal relatedness and self-definition at the start of the first semester (T1) were prospectively associated with increases in the prevalence and severity of depression at the end of the semester (T2). Uncertainty, but not certainty, with regard to mentalizing was positively associated with severity of depression at T2 and mediated the association between personality dimensions and severity of depression. The implications of these findings for depression prevention and intervention strategies in first-year university students are discussed.

show abstract

Factors that Contribute to the Adjustment of International Students

Cited by 176 publications

References 40 publications

Mediating Role of Self-Efficacy in the Relationship Between Optimism, Psychological Well-Being, and Resilience Among Iranian Students

Mediating Role of Self-Efficacy in the Relationship Between Optimism, Psychological Well-Being, and Resilience Among Iranian Students

Mental Health, Well-Being, and Psychological Flexibility in the Stressful Times of the COVID-19 Pandemic

Depression in Belgian first‐year university students: A longitudinal study of self‐definition, interpersonal relatedness, mentalizing, and integration

Contact Info

Product

Resources

About