scholarly journals Depression, Acculturative Stress, and Social Connectedness among International University Students in Japan: A Statistical Investigation

2019 ◽  
Vol 11 (3) ◽  
pp. 878 ◽  
Author(s):  
Minh Nguyen ◽  
Tam Le ◽  
Serik Meirmanov
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Acculturative Stress ◽  
Social Connectedness ◽  
English Language ◽  
Demographic Data ◽  
Statistical Investigation ◽  
Domestic Students ◽  
Prevalence Of Depression ◽  
International University

(1) This study aims to examine the prevalence of depression and its correlation with Acculturative Stress and Social Connectedness among domestic and international students in an international university in Japan. (2) Methods: A Web-based survey was distributed among several classes of students of the university, which yielded 268 responses. On the survey, a nine-item tool from the Patient Health Questionnaire (PHQ-9), the Social Connectedness Scale (SCS) and Acculturative Stress Scale for International Students (ASSIS) were used together with socio-demographic data. (3) Results: The prevalence of depression was higher among international than domestic students (37.81% and 29.85%, respectively). English language proficiency and student age (20 years old) showed a significant correlation with depression among domestic students (β = −1.63, p = 0.038 and β = 2.24, p = 0.048). Stay length (third year) also displayed a significant correlation with depression among international students (β = 1.08, p = 0.032). Among international and domestic students, a statistically significant positive correlation between depression and acculturative stress, and negative associations of social connectedness with depression and acculturative stress were also found. (4) Conclusions: The high prevalence of depression, and its association with Acculturation stress and Social Connectedness, among the students in this study highlight the importance of implementing support programs which consider the role of Acculturation and Social Connectedness.

scholarly journals Depression, Acculturative Stress and Social Connectedness among International University Students in Japan: prevalence and correlation.

2018 ◽  
Author(s):  
Minh Hoang NGUYEN ◽  
Tam Tri LE ◽  
Serik MEIRMANOV
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Acculturative Stress ◽  
Social Connectedness ◽  
English Language ◽  
Demographic Data ◽  
Domestic Students ◽  
Overseas Students ◽  
Prevalence Of Depression ◽  
International University

(1) This study aimed to examine the prevalence of depression and its correlation with acculturative Stress and Social Connectedness among domestic and overseas students in Japan International University. (2) Methods: A Web-based survey was distributed among students of International University, which resulted in 263 responses. On the survey together with socio-demographic data, a nine-item tool from the Patient Health Questionnaire (PHQ-9), was used to measure the prevalence of Depression and its relationship with socio-demographic data, Social Connectedness Scale was used to measure Social Connectedness, and Acculturative Stress Scale for International Students (ASSIS) was used to measured acculturative stress. (3) Results: Depression was significantly high in international and domestic students (37.81% and 29.85% respectively). English language proficiency and students age (20 years old) showed a significant correlation with depression among domestic students (β=-1.63, p=0.038 and β=2.24, p=0.048). Stay length (third year) also displayed a significant correlation with depression among international students (β=1.08, p=0.032). Among international and domestic students statistically significant positive correlation between depression and acculturative stress, negative associations of social connectedness with depression and acculturative stress were also found. Suicidal or self-hurting ideation thoughts are found among around 20% of all students. (4) Conclusions: These findings indicate a relatively high prevalence of depression among students of International University, and overseas students are more affected. Depression, Acculturation stress and Social Connectedness show statistically strong intercorrelation, which highlights the need of host University to recognise the role of Acculturation and Social Connectedness in the development of Depression among students.

A systematic review of the prevalence of depression and its associated factors among international University students

2021 ◽  
Vol 17 ◽  
Author(s):  
Coumaravelou Saravanan ◽  
Ganesan Subhashini
Keyword(s):  
Mental Health ◽  
International Students ◽  
Acculturative Stress ◽  
Associated Factors ◽  
Social Connectedness ◽  
Mental Health Problems ◽  
Domestic Students ◽  
Online Databases ◽  
Prevalence Of Depression ◽  
The University

Background: Depression is the most common mental health problem among students. International students are more vulnerable and have shown an increased percentage of depression, but no review of study available on the prevalence of depression among international students. Objective: To explore the documented prevalence of depression among international students studying at the university and what are the associated factors of depression that are stated in the article mentioning the prevalence of depression. Method: Various online databases were used to identify research articles related to the prevalence of depression among international students published between January 2010 and April 2020. Ten articles are included in this review based on the selection criteria. Result: Overall, the prevalence of depression is 22.6 % to 45.3% among international students and ranges from 34.2 % to 46.5 % in males and 33.2% to 54.1% in females. Academic stress, English proficiency, cultural shock, burnout, distress, acculturative stress, social isolation, living alone and lack of social connectedness predicted the depression among international students. Conclusion: The prevalence of depression is higher among international students compared to domestic students and the general population. A thorough psychological social assessment would be beneficial to screen for mental health problems, including depression.

scholarly journals Facebook: Facilitating Social Access and Language Acquisition for International Students?

2014 ◽  
Vol 31 (2) ◽  
pp. 22 ◽  
Author(s):  
Kent Lee ◽  
Leila Ranta
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Social Connectedness ◽  
English Language ◽  
Local Community ◽  
Well Being ◽  
Social Networking Site ◽  
Social Connections ◽  
Esl Students ◽  
Facebook Use

Many international students come to Canada to improve their English language proficiency and develop friendships with Canadians and other international stu- dents. However, gaining access to host nationals (i.e., Canadians) is not an easy task for most English as a second language (ESL) learners. Factors such as lan- guage proficiency may hamper students’ ability to build relationships with Eng- lish speakers, which in turn contributes negatively to linguistic development and psychological well-being. One way we can help ESL students interact outside of class is to use a social networking site such as Facebook. The present study sur- veyed adult ESL students about their use of Facebook and whether that use was associated with social connections with host nationals. Results from the survey of 125 international students at a Canadian university show that the majority of students were using Facebook. Correlation analyses suggest weak associations between (a) Facebook use and social connections with the local community and (b) Facebook use and self-assessed language proficiency, with the strongest associa- tion being to oral proficiency. Simply possessing a Facebook account is unlikely to increase social connectedness with host nationals. Suggestions for language teachers on integrating Facebook into their classes are provided.Plusieurs étudiants internationaux viennent au Canada pour améliorer leur com- pétence en anglais et développer des amitiés avec des Canadiens et avec d’autres étudiants internationaux. Il reste, toutefois, qu’il n’est pas facile pour la plupart des apprenants d’ALS de communiquer avec les Canadiens. Des facteurs comme la compétence langagière peuvent entraver la capacité des étudiants à établir des rapports avec des locuteurs d’anglais, ce qui peut nuire au développement lin- guistique et au bienêtre psychologique des apprenants. Parmi les façons d’appuyer l’interaction des étudiants d’ALS avec les Canadiens, notons l’emploi de sites de réseautage social comme Facebook. La présente étude porte sur un sondage auprès des étudiants d’ALS pour déterminer leur emploi de Facebook et dans quelle mesure il a contribué à l’établissement de liens sociaux avec les Canadiens. Les résultats du sondage effectué auprès de 125 étudiants internationaux à une université canadienne ont démontré que la majorité des étudiants employaient Facebook. Des analyses de corrélation révèlent des associations faibles entre (a) l’emploi de Facebook et les liens sociaux avec la communauté locale et (b) l’emploi de Facebook et les autoévaluations de compétence linguistique. L’association la plus forte était avec la compétence orale. Il est peu probable que le simple fait d’avoir un compte Facebook accroisse les liens sociaux avec les Canadiens du pays d’accueil. On offre aux enseignants de langue des suggestions pour intégrer Facebook dans leurs cours.

scholarly journals Analysis of Acculturative Stress and Sociocultural Adaptation Among International Students at a Non-Metropolitan University

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Hajara Mahmood ◽  
Monica Galloway Burke
Keyword(s):  
United States ◽  
International Students ◽  
Language Proficiency ◽  
Acculturative Stress ◽  
Community Involvement ◽  
Work Performance ◽  
English Language ◽  
The United States ◽  
Sociocultural Adaptation ◽  
Metropolitan University

This quantitative descriptive study analyzed levels of acculturative stress and sociocultural adaptation among international students at a non-metropolitan university in the United States related to certain demographic characteristics. Surveys were used to measure international students’ levels of acculturative stress and sociocultural adaptation, including five subscales of sociocultural adaptation (N = 413). Demographic questions included gender, age, and country of origin, length of stay in the United States, degree level, and English language comfort. Results indicated a negative correlation between students’ levels of sociocultural adaptation and acculturative stress. Particularly, increased competency among the five sociocultural adaptation subscales (interpersonal communication, academic/work performance, personal interests and community involvement, ecological adaptation, and language proficiency) decreased levels of acculturative stress among the students.

scholarly journals Acculturative Stress among Asian International Students in Singapore

2014 ◽  
Vol 4 (4) ◽  
pp. 363-373
Author(s):  
A.M.A. Nasirudeen ◽  
Josephine Wat Neo Koh ◽  
Adeline Lee Chin Lau ◽  
Lim Lay Seng ◽  
How Ai Ling
Keyword(s):  
International Students ◽  
Social Interactions ◽  
Language Proficiency ◽  
Acculturative Stress ◽  
English Language ◽  
English Language Proficiency ◽  
Educational Institutions ◽  
Asian International Students ◽  
Financial Issues

This study aims to identify the level of acculturative stress and to examine the correlations between acculturative stress or its subcategories and variables such as English language proficiency. The results show that international students were challenged by social interactions, lack of English language proficiency and financial issues. The results of this study and their possible implications for educational institutions in Singapore and Asia are considered.

scholarly journals Language Proficiency Capabilities among International Students in an International University Setting

2015 ◽  
Vol 2 (4) ◽  
pp. 49-56
Author(s):  
Sandra Chukwudumebi Obiora ◽  
Dr.Nothando Moyo
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
English Language ◽  
North Cyprus ◽  
International University ◽  
Almost All ◽  
University Setting

In this current day and age, language proficiency and enthusiasm to learn new languages have risen because of several reasons entailing like study, work and business. This phenomenon is even more obvious in international universities where more than half the population of students schooling in that country is foreigners. In many cases, like in the case used for this study; North Cyprus universities, the language used to teach and learn is English language. This therefore entails that on average, almost all students already speak at least 2 languages wherein they speak their own dialects, or cultural languages, while using English language proficiently to communicate with others, learn, study, and write examinations. Thus, in researching this, the aim is to see the extent to which the students are bilingual, or multilingual. Our findings confirm that individual must live, or should have lived in a country in order to proficiently speak that country’s language and second, third, or fourth languages are learned during teenage years rather than in one’s childhood.

Female Saudi International Students Daily Practices on Social Media in Australia

2017 ◽  
Vol 5 (12) ◽  
pp. 39-77 ◽  
Author(s):  
Hanan MOHAMMED ALSHEHAB
Keyword(s):  
Social Media ◽  
International Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Social Life ◽  
English Language ◽  
Human Life ◽  
Structured Interview ◽  
Digital Identity ◽  
English Language Acquisition

The effect of Social Media (SM) technology on human life in the 21St century cannot be denied; the use of SM platforms can be seen in various fields, such as education, medicine, politics, social life, communication methods, and daily life. The research aimed to investigate SM’s impact on Female Saudi International Students’ (FSIS) English language learning and creation of identities. This study utilized a qualitative method to obtain in-depth knowledge of FSIS’ practices on SM and the effects on their learning and identity. The semi-structured interview was used to collect the data from eight FSIS. Thematic analysis was used to analyze the data. Three main themes were generated: FSIS’ daily practices, FSIS’ digital identity, and FSIS’languages on SM. The findings show that FSIS is active on SM, having accounts on different SM platforms. They communicate with people from Saudi Arabia and of different nationalities. Also, the findings assert that FSIS has a strong digital identity on SM. Moreover, the findings emphasized that using SM helps some of the FSIS to improve their English language proficiency. They use SM as a learning tool for English language acquisition. The limitations and the implications of the study are stated in the Conclusion. For further research, suggestions are made to investigate more phenomena regarding Saudis’ using of SM.

scholarly journals What happens to international students’ english after one semester at university?

2008 ◽  
Vol 31 (1) ◽  
pp. 4.1-4.17
Author(s):  
Neomy Storch ◽  
Kathryn Hill
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Background Information ◽  
Language Test ◽  
First Semester ◽  
Number Of Factors ◽  
The Impact

There is a common expectation, particularly amongst international students, that studying in an English-medium university should automatically produce a significant improvement in their English language skills. However, there is growing evidence to suggest that this is not necessarily the case.This paper reports on a study which investigated the impact of one semester of study at a university on the English language proficiency of a sample of 40 international students. This was measured by comparing the students’ scores on a diagnostic English language test at the beginning and end of their first semester. A comparison of discourse measures of writing in terms of fluency, complexity and accuracy was also undertaken. Background information, including details of ESL support, if any, was collected for all participants via questionnaires, and interviews were conducted with a subset of the participants.It was found that studying in an English-medium university generally led to an improvement in English language proficiency. The paper identifies a number of factors which appear to support language development, as well as factors that may inhibit it.

Depression, Anxiety, and Acculturative Stress Among Resettled Bhutanese Refugees in Australia

2018 ◽  
Vol 49 (8) ◽  
pp. 1269-1282 ◽  
Author(s):  
Mia Lumley ◽  
Mary Katsikitis ◽  
Dixie Statham
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Language Proficiency ◽  
Acculturative Stress ◽  
English Language ◽  
Coping Styles ◽  
Cross Sectional ◽  
Bhutanese Refugees ◽  
Stress Scale ◽  
Brief Cope

Despite awareness of the difficulties faced by refugees in flight, little is known about their mental health following resettlement. This article investigated rates, predictors, and moderators of anxiety, depression, and acculturative stress among members of the resettled Bhutanese refugee community in northern Queensland. A total of 148 participants (51% male), 18 to 83 years of age, participated in this cross-sectional study. A questionnaire was comprised of bilingual (English–Nepali) versions of the Depression, Anxiety, and Stress Scale (DASS-21; anxiety and depression), the Multidimensional Acculturative Stress Scale (MASS; acculturative stress), Brief-COPE (coping style), Multidimensional Scale of Perceived Social Support (MSPSS; social support), and socio-demographics. Participants reported severe levels of anxiety and moderate levels of depression, and moderate to high levels of acculturative stress. Acculturative stress was a substantive contributor to both depression and anxiety scores. Additional risk factors included the use of maladaptive/avoidant coping styles, age, and education. English language proficiency was strongly protective, as was education to Year 12 and current employment. This research is the first of its kind with this refugee group in Australia, and highlights the longevity and severity of mental health issues that affect Bhutanese refugees resettled in Australia.

The discursive (mis)representation of English language proficiency

2020 ◽  
pp. 1-28
Author(s):  
Agnes Bodis
Keyword(s):  
Social Media ◽  
International Students ◽  
Language Learning ◽  
International Education ◽  
Critical Discourse Analysis ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Media Representation ◽  
The Media

Abstract International education constitutes a key industry in Australia and international students represent a third of university students at Australian universities. This paper examines the media representation of international students in terms of their English language proficiency. The study applies Critical Discourse Analysis to the multimodal data of an episode of a current affairs TV program, Four Corners, and social media comments made to the episode. Using Social Actor Analysis, the study finds that the responsibility for declining standards at universities is assigned to international students through representations of their language use as problematic. This is supported by the visual representation of international students as different. By systematically mapping out the English-as-a-problem discourse, the paper finds that the media representation of language proficiency and language learning is simplistic and naïve and the social media discussion reinforces this. This further contributes to the discursive exclusion of international students.

Sign in / Sign up

Export Citation Format

Share Document