亚洲留学生更容易有心理问题

OBJECTIVES This study investigates how the model minority myth (MMM) influences mental health among Asian American and Asian international college students, with particular attention to differences by citizenship and regional background. METHOD Comparative analyses and sequential multiple regression were conducted with 573 students at a U.S. public university to assess the mental health effects of academic- and character-based stereotype exposure. RESULTS Asian American students reported significantly higher exposure to academic stereotypes than international peers. Academic stereotypes were associated with poorer mental health among Asian American students, but not among international students overall, indicating a significant moderation effect by citizenship status. Among international subgroups, South/Southeast Asian students exhibited weaker associations between academic stereotypes and distress, but stronger associations with character-based stereotypes. CONCLUSIONS The psychological impact of the MMM varies by both citizenship and regional origin, underscoring the need for culturally responsive mental health interventions that account for the structural and identity-based diversity within the Asian student population. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

This study investigates the effects of gender, age, perceived socioeconomic status, and attitudes toward mental health treatment, alongside the awareness and accessibility of mental health services, on the propensity of Asian international undergraduate and graduate students in U.S. colleges to seek mental health support. Utilizing an online survey, responses from a diverse group of 116 participants, aged 18 and above, from universities across the nation were examined through correlation analysis. Findings indicated no significant gender differences in attitudes toward mental health treatment. However, factors such as higher educational level, superior socioeconomic background, longer U.S. residency, and increased awareness and accessibility of mental health services positively influenced attitudes. This quantitative study extends previous qualitative research addressing similar questions, filling a gap by offering broader empirical insights into this population’s mental health service utilization. The outcome underscores the need for university counseling centers to develop targeted interventions that acknowledge the needs of Asian international students. Future research should explore the longitudinal impacts of these factors on mental health help-seeking behaviors to inform ongoing service improvement.

ABSTRACT The current study explored the experiences of Asian International Students (AISs) in terms of mental health, disclosure and help-seeking within Higher Education in Scotland, UK. A qualitative study using individual semi-structured interviews with AISs (n = 20) was used and an inductive thematic approach to analysis was conducted. Three major themes were developed: (1) Negative beliefs, stigma and fear of judgment, (2) Adaptation and acculturation difficulties and (3) Barriers in communication, social disconnection and loneliness. Supporting AISs involves challenging negative judgements surrounding mental health, increasing mental health literacy and addressing barriers that may inhibit disclosure and help-seeking behaviour. The need for culturally sensitive mental health practitioners and awareness of diverse understandings of mental health issues is essential to improving support for AISs.

This study aimed to examine whether Asian international students’ mental health literacy predicts mental health help-seeking behaviors above and beyond known influencing factors. Hierarchical logistic regression was conducted in analyzing a national sample of 460 Asian international students who reported depressive symptomatology. Results indicated that students who identified as female and experienced more days of academic impairment were more likely to seek counseling. Additionally, having more knowledge on mental disorders and treatments and campus mental health services were positively related to help-seeking behavior. However, the ability to recognize the development of mental disorders in others was negatively associated with seeking mental health help. Implications for administrators, college program planners, and mental health providers are discussed.  

As mental health influences many aspects of the college student's life, including academic performance and interpersonal relationships, it has become an area of interest at many American universities. Previous studies have highlighted the benefits of technology-mediated mental health support tools, such as low cost and anonymity - benefits that are often missing in traditional face-to-face therapy sessions. However, existing interventions are built for individuals in mainstream cultures, and do not address cultural differences and diversity of marginalized students. This study explores mental health counselors' experiences with international students in a major research university in the United States. Through semi-structured interviews with 7 mental health counselors, the study discusses the design implications, including the importance of focusing on factors that students can control and helping students to be their genuine selves without concerns of being judged. Identified factors will be applied to a design probe study with international students.

This article explores the unique mental health needs and help-seeking behaviors of international students studying in the United States, emphasizing the importance of culturally sensitive interventions. Key topics discussed include the role of acculturation in mental health, the impact of social support and perceived discrimination, and cultural influences on service utilization. The article highlights the need for comprehensive support systems that foster inclusion, address discrimination, and enhance well-being. Additionally, it introduces the concept of transnational identity development, examining how international students navigate their identities across cultural boundaries and the implications for mental health. Recommendations for counselors include culturally sensitive assessment, targeted acculturation support, collaboration with community services, and the use of narrative therapy to explore transnational experiences and redefine identity. We also provide a case study illustrating the application of these strategies in supporting an international student’s mental health through the lens of transnational identity development.

The study aims to assess the role of social support, sociocultural adjustment, and other social and demographic factors in international students' mental health. In total, 193 international first-year students studying Health and Technology Sciences in Lithuania filled out a self-report questionnaire. The study revealed that overall 59% of international students had symptoms of depression and 36%—of anxiety. Students' well-being was sufficient in 56% of the cases. The regression analyses were conducted to test the role of sociocultural adjustment, social support, English reading skills, and the study field for mental health and well-being. The multivariate regression model revealed that sociocultural adjustment is a stronger predictor compared to social support for depressiveness (βs = 0.42), anxiety (βs = 0.30), psychosomatic symptoms (βs = − 0.24), and subjective health (βs = 0.16), though social support was a stronger independent predictor for well-being (βs = 0.37). Moreover, sociocultural adjustment and social support were stronger predictors than gender, while English reading skills and study field were non-significant indicators.

No abstract available

International students are particularly vulnerable to mental health challenges, including depression, anxiety, and psychological distress, often at rates significantly higher than those of their domestic counterparts. In light of these pressing mental health concerns, this study primarily sought to investigate whether positive intergroup contact and intercultural sensitivity could serve as effective strategies to attenuate intergroup anxiety among Asian international students studying in Hungary. The study further examined the students’ levels of intergroup contact, intercultural sensitivity, and intergroup anxiety. Participants were selected through convenience sampling from the general student population (N = 237) and completed self-report questionnaires assessing these variables. Data were analyzed using both descriptive and inferential statistical techniques, including frequency distribution, Pearson product-moment correlation, and hierarchical multiple regression. The results indicate that while international students experience low to moderate intergroup contact with local individuals, they exhibit higher levels of intercultural sensitivity. Additionally, moderate levels of intergroup anxiety were reported during intercultural interactions. Importantly, the findings reveal that intergroup contact and intercultural sensitivity emerge as essential resources for reducing intergroup anxiety. These results underscore the need for higher education institutions to proactively foster intergroup contact and enhance intercultural sensitivity among their international student populations. The study also discusses implications, limitations, and future research directions.

The mental health of college and university students is a vital component of their academic and personal development. This study examines the mental health of college students from various ethnic backgrounds, with a particular focus on Asian international students in U.S. universities, post-pandemic, as they faced difficulties such as distance from home, cultural differences, language barriers, and connectedness to family and friends. In this study, we recruited 32 college-level participants, 25 of whom were Asian or Asian American. Every participant completed two scales, the PERMA-Profiler, which measures overall well-being, and the Mental Health Quality of Life Questionnaire (MHQoL), which assesses mental health quality of life, as well as demographic questions. We found that the higher scores on the PERMA-Profiler were significantly correlated with better mental health in MHQoL. As expected, the mental health scores were affected by the connectedness to family and friends, which was shown by significant differences in PERMA scale but not in MHQoL scale. There was not enough evidence to support our hypothesis that Asian international students would reveal more negative mental health than students from other ethnic backgrounds, for both the PERMA and MHQoL scale. We discuss the implications of our findings, and recommend future directions to include larger sample sizes.

No abstract available

Background The COVID-19 pandemic affected university students’ mental health worldwide. International students were presenting high levels of stress, anxiety, and depressive symptoms before the pandemic. This study aimed to investigate (i) differences between various timepoints of the COVID-19 pandemic (2020, 2021, and 2022) in mental health outcomes and social and emotional aspects in domestic and international students, separately, (ii) differences between international and domestic students between the three timepoints on mental health outcomes and social and emotional aspects, and (iii) possible moderation effects of timepoints on mental health outcomes and social and emotional aspects of domestic and international students. Material and methods Data from three cross-sectional anonymous online surveys conducted in German universities were analyzed and compared. Data were collected in 2020, 2021, and 2022, respectively, with a total N = 14,498. Depressive symptoms, hazardous alcohol use, social support, self-efficacy, resilience, perceived stress, and loneliness were assessed through standardized self-report instruments. Differences between domestic and international students in mental health outcomes, and social and emotional aspects across three timepoints were assessed with one-way and two-way ANCOVAs. Results Regardless of the timepoint, international students presented more depressive symptoms and perceived stress, lower perceived social support and resilience, but higher levels of self-efficacy and less alcohol consumption compared to domestic students. A significant interaction effect between timepoint and student status emerged only for loneliness. Conclusions International students generally presented poorer mental health outcomes than domestic students. Mental health care and prevention such as low-threshold, online counseling should address university students, especially international students.

The Australian university sector had almost one million international students in 2024. This population faces significant mental health challenges that affect their wellbeing and academic success, but these issues have received minimal empirical attention. Past research reports that international students experience acculturative stress due to language barriers, lack of social support, and discrimination, which contribute to poor mental health. Current evidence lacks insight into the progression of acculturative stress over time. To address this gap, this study conducted a longitudinal investigation of the mental health profiles of 140 Chinese international tertiary students in Australia and 84 Chinese tertiary students in China (Mage = 22.4, SD = 2.7). Participants in Australia were assessed in 2023 after their arrival (T1) and then five months later (T2). Contrary to expectations, the groups did not differ on standardised measures of distress, loneliness, wellbeing, social support, and resilience. However, Chinese students reported greater acculturative stress, as measured by the Acculturative Stress Scale for International Students (ASSIS), at T2 than at T1. Participants reported that the most significant challenge in adapting to life in Australia were language barriers and communication difficulties (84.3 %), which were rated more frequently than the academic demands of university (55.0 %). Potential methodological limitations aside, the results suggest that Chinese students may benefit from resources, supports, and interventions that target specific areas of acculturative stress, particularly in relation to language proficiency, to optimise their health and study.

This secondary data analysis of Xu and Wang (2025) examined whether a therapeutic approach moderated the effects of a pretherapy psychoeducation program on short-term psychotherapy outcomes among Asian international college students. Forty-four participants were randomly assigned to either a psychoeducation-plus-therapy group or a therapy-alone group. The psychoeducation program aimed to enhance mental health literacy, reduce stigma, and increase readiness for therapy. All participants received eight-week individual therapy sessions delivered by doctoral trainees using one of three approaches: psychodynamic, SFBT + CBT, or an integrated approach. Outcomes were assessed using the DASS-21, AIS, ATSPPH, MAKS, and a self-rated distress scale. Multilevel modeling showed that the therapeutic approach moderated changes in DASS-21 scores, with SFBT + CBT and integrated approaches associated with greater reductions in psychological distress and stress than psychodynamic therapy. No significant moderating effects were found for attitudes. 

Background International students account for a growing proportion of university students and can experience mental health challenges. While the Social Identity Model of Identity Change (SIMIC) highlights the mental health-promoting benefits of preserving and building group memberships, it overlooks the effects of identifying with a particularly salient group such as fellow international students. Aims This study aimed to explore how SIMIC and international student identification contribute to understanding the protective factors that predict students’ mental health. Method A cross-sectional survey of 343 international students employed path analyses to examine the associations among identification with fellow international students, social identity maintenance, new group memberships and psychological distress, with social support and resilience as potential mediators. Indirect effects were evaluated using 95% confidence intervals. Results New group memberships (β = −0.01; P = 0.05; 95% CI = −0.03, −0) and identification with international students (β = −0.02; P = 0.05; 95% CI = −0.02, −0) predicted psychological distress, both mediated by social support and resilience. While the maintenance of previous groups did not indirectly predict psychological distress through these mechanisms (β = −0.01; P = 0.13; 95% CI = −0.02, 0), a significant indirect effect (β = −0.04; P = 0.03; 95% CI = −0.09, −0) was observed through social support when accounting for covariates. Conclusions Shared international student identity and new group memberships offer a sense of social support and resilience which, in turn, alleviates psychological distress. Interventions could reframe this identity as a source of strength for international students.

The COVID-19 pandemic has disproportionately impacted the mental health of international students, particularly Chinese international students (CISs), who have faced heightened sociocultural stressors and racial discrimination. This review examines the prevalence of depression and anxiety among CISs and explores associated factors via the socioecological model. Nine electronic databases were searched from January 2020 to July 2023. A proportional meta-analysis using random effects models estimated the prevalence of depression in nine studies (n = 4,784 CISs) and that of anxiety in nine studies (n = 5,701 CISs). The pooled prevalence was 51% (95% CI: 36%–65%) for depression and 48% (95% CI: 35%–62%) for anxiety. A qualitative synthesis of associated factors included 23 studies involving 19,802 cases of CIS. Related factors included fear of infection, family conflicts, sociocultural dilemmas, and discrimination. Institutional support and Chinese cultural beliefs. 

Many universities in Pakistan accept a substantial number of international students. International students who choose to study abroad face a variety of difficulties, including issues with acculturation, acculturative stress, and related mental health issues. This study examines the mental health model of acculturation among international students in Pakistan. The sample consisted of 450 international students. Data were collected from international students studying at Pakistani universities. The findings revealed that acculturation can lead to acculturative stress, and international students with a better social support network experience better psychological and sociocultural adaptation, which directly or indirectly impacts their psychological and social well-being. Moreover, some personal, social, and economic factors also affect the process of acculturation and mental health outcomes. The study's findings confirmed that acculturation is a process and can be tested as a mental health model.

Chinese international students (CIS) form the biggest cohort in popular host countries such as the United States, Australia, and the United Kingdom, but research shows that their mental health is challenged by multifaceted stressors. Despite this, we are unaware of any previous systematic review that has synthesised both quantitative and qualitative findings on factors associated with their mental health across different countries, and no existing review has included studies done during or after the COVID-19 pandemic. This systematic review aims to answer the following questions: What are the factors associated with the mental health of CIS across different countries? Among identified factors which factors emerged during the COVID-19 pandemic, and which were exacerbated during the pandemic? This review follows PRISMA guidelines. Six English and three Chinese databases were searched in November 2023: PsycINFO, MEDLINE, Embase, ERIC, Scopus, Web of Science, CNKI, Wanfang, and VIP. All types of empirical studies were eligible. Quality was assessed using the Mixed Methods Appraisal Tool (MMAT). Data were extracted and findings were narratively synthesised using a convergent approach. Thirty-nine English language papers and one Chinese language paper were included. The mental health of CIS is associated with various factors, including academic issues, parents and family, language proficiency, social support, discrimination, acculturative stress, the COVID-19 pandemic, and other factors. Among these, academic-related issues are their main concern, intertwined with family expectation and Confucian cultural values. Language plays a fundamental role in their daily life. During COVID-19, other than pandemic-related fear, there was an increase in experiences of discrimination and social isolation, associated with poorer mental health. Satisfaction with online learning is related to better mental health. Concerns about face, self-esteem, perfectionism, physical health, green space usage, and other factors were also reported. The mental health of CIS is associated with various factors, and it worsened during the pandemic. Universities, and professionals in education and mental health could provide resources for students to enhance language abilities, academic skills, and social networks. CIS could be more prepared academically and mentally. Suggestions on future research directions were also provided.

This literature review examines the mental health and help-seeking behaviors of international students in the UK universities. The study explores the dynamic interplay of cultural, institutional, and individual factors that shape students’ psychological well-being and the support systems. Based on the qualitative studies, the literature review reviews that students from collectivist cultures, such as those of African, Caribbean, and Chinese heritage, often navigate stigmatization of mental health and prefer coping mechanisms, such as peer or family support, rather than professional counselling. Barriers hindering help-seeking behaviors include limited awareness of counselling services, language difficulties, and cultural misalignment. Consequently, international students underutilized the mental health support systems of UK universities and lacked culturally attuned engagement strategies. Peer-arrival orientation and peer network are effective interventions to improve well-being and adaptation. The literature reviews advocate accessible and culturally sensitive mental health strategies within UK universities. Longitudinal qualitative research is recommended to trace the coping mechanisms across students’ academic journeys. Through those endeavors, higher education institutions can enhance the academic success and well-being of the diversified international community.

No abstract available

The Japanese government has set a goal to increase the number of inbound international students by 2033. International students’ mental health is affected by various environmental stressors, including ‘living space’ which is an important but understudied element. We conducted a cross-sectional study in the Greater Tokyo area of Japan to determine the association between living space characteristics and mental health status. Data was collected from 177 international students, who were mostly postgraduate (95%) and from Asia (72%), and 40% exhibited symptoms of moderate psychological distress (GHQ-12≥14pts). A multivariable Poisson regression analysis revealed that absence of ‘socialization opportunities with nearby residents’ was associated with increased prevalence of moderate psychological distress, though notably the association was only observable for those students who had lived in Japan for more than one year (PR 1.79, p<0.05). We recommend that international student accommodation managers continue to promote socialization opportunities, particularly for longer-term residents.

The pursuit of higher education is a transformative journey fraught with challenges that can induce significant academic anxiety among college students. In the face of these formidable stressors, students often unconsciously employ self-defense mechanisms as adaptive responses to alleviate psychological strain. This preliminary study explored three objectives: identifying the prevalence of different self-defense mechanisms used by college students, understanding the relationship between demographic factors and the specific mechanisms adopted, and investigating the impact of these mechanisms on emotional regulation, social behavior, self-perception, and attribution of responsibility. Grounded in Sigmund Freud's pioneering psychoanalytic theory, this study employed a quantitative research design, utilizing the Defense Style Questionnaire (DSQ) to assess self-defense mechanisms among 27 college students. The findings revealed repression, rationalization, and sublimation as the most prevalent mechanisms employed, with significant correlations between demographic factors and specific defense mechanisms. For instance, being female correlated positively with repression and denial, while higher education levels correlated positively with rationalization. Furthermore, the study explored the potential consequences of self-defense mechanisms on various aspects of well-being and functioning. Immature mechanisms like denial and projection were associated with increased psychological distress and poorer academic performance, while mature mechanisms like humor and sublimation were linked to better emotional regulation and academic outcomes. While providing valuable insights, the study highlighted gaps in understanding the relationships between defense mechanisms and other psychological frameworks, as well as the need for broader exploration across educational stages and cultural contexts. Addressing these limitations through future research promises a more comprehensive understanding of psychological well-being in academic settings and the development of tailored interventions to promote adaptive coping strategies among college students.

Background and Study Aim. Student-athletes studying abroad experience increased risks of anxiety and depression as they balance academic and athletic responsibilities in cross-cultural environments. These psychological challenges may vary depending on individual adaptation, motivation, and environmental stressors. Although previous studies have applied network analysis to explore the structure of anxiety and depression symptoms, the relative effectiveness of advanced semantic approaches in identifying subgroup heterogeneity remains of practical interest. As a follow-up study, this research aimed to apply a transformer-based semantic embedding approach to cluster the mental health profiles of international student-athletes and to compare the model’s performance with traditional clustering methods. Materials and Methods. Data were collected from 219 Chinese international student-athletes who completed the GAD-7 and PHQ-9 questionnaires. Three models were compared: (1) K-means clustering on raw item scores, (2) K-means clustering after dimensionality reduction using Principal Component Analysis (PCA), and (3) K-means clustering on pseudo-text representations embedded via a transformer model, followed by PCA and K-means. Internal validity was assessed with silhouette scores. Between-cluster differences were analyzed using t-tests with Holm correction, effect sizes (Cohen’s d), and cluster profiles. Results. Model 3 (Transformer embeddings + PCA + K-means) outperformed Models 1 and 2, achieving the highest silhouette score (0.391). Visualization in 2D and 3D projections confirmed clearer separation. Three clusters were identified: Cluster 2 (high symptoms), Cluster 0 (intermediate), and Cluster 1 (low symptoms). Pairwise comparisons revealed significant differences across nearly all items. Conclusions. Transformer-based semantic embeddings provide an effective approach to clustering psychological symptoms, outperforming traditional numerical methods. The results indicate the heterogeneity of anxiety and depression subgroups among student-athletes during study abroad, offering valuable insights for targeted screening, early identification, and long-term monitoring.

Background and Study Aim. Depression and anxiety are prevalent mental health challenges among college students. International student-athletes abroad face distinct mental health challenges compared to general students due to their dual roles as athletes and international students. The purpose of this study was to analyze the network structure and characteristics of anxiety and depression in Chinese international student-athletes during study abroad from a network perspective. Material and Methods. A network analysis approach was used in this study. A total of 219 Chinese student-athletes studying in Malaysia were recruited for this research, and their demographic characteristics were collected. The Generalized Anxiety Disorder-7 (GAD-7) and the Patient Health Questionnaire-9 (PHQ-9) were used to assess symptoms of anxiety and depression. Results. The results revealed that the strongest relationship in the network was between psychomotor issues (PHQ8) and self-harming tendencies (PHQ9). Nervousness (GAD1) demonstrated the highest node strength, followed by sleep issues (PHQ3) and guilty feelings (PHQ6). Psychomotor issues (PHQ8) exhibited the highest node expected influence value. Nervousness (GAD1) was identified as the most important bridging symptom. The network demonstrated good accuracy in stability tests. Three symptom communities were identified in the community detection results. Conclusions. This study highlights the importance of addressing mental health concerns among overseas student-athletes. The findings could inform the future design of intervention strategies targeting core symptoms, thereby reducing levels of anxiety and depression among international student-athletes during their studies abroad. Additionally, the network analysis perspective offers new research avenues for studying the unique characteristics of sports groups in the future.

PhD students are particularly vulnerable to experiencing poor mental health. Mental health concerns that arise during their studies can not only affect their study progress but also have long-lasting impacts on their mental health after their studies. Extensive research has been conducted on the mental health of university students, but few studies have focused on PhD students and even fewer on PhD students in Australia. The present study investigated demographic, occupational, psychological, social, and relational determinants of mental health symptoms (depression, anxiety, and suicidality) in PhD students in Australia. PhD students enrolled in Australian universities were invited to complete an online survey. Results from regression analyses identified key determinants of mental health symptoms in our sample of PhD students (N = 302). In particular, higher levels of imposter thoughts, perfectionism discrepancy, and loneliness were strong predictors of depression, anxiety, and suicidality. These findings contribute to our understanding of the mental health of PhD students in Australia. Importantly, these findings inform areas of focus where potential strategies can be implemented to better protect the mental health of this population. For example, strategies that mitigate loneliness or foster effective, collaborative student-supervisor relationships.

Studying in a modern university is usually associated with increased cognitive and emotional load, which in turn can provoke the development of various psychosomatic disorders in students. It is a well-known fact that foreign students studying in Russia are a group more susceptible to the effects of stress compared to Russian students. In this regard, it is an important task to develop a comprehensive methodology to assess the dynamics of anxiety-depressive spectrum disorders in Russian and foreign students studying in Russia. In our work we proposed and tested a comprehensive methodology for testing semester-wise dynamics of symptomatology expression of anxiety and depressive disorders in students. The methodology included psychological questionnaires and behavioral testing performed on the basis of the stop-signal paradigm (SSP). The results of the study revealed the factors that affect (increase or decrease) the risk of anxiety and depression in groups of Russian and foreign students studying in Russian universities.

This article reveals such an important psychological aspect during the period of adaptation of foreign students from Central Asian countries to higher education as resilience. The characteristic of the components of resili-ence in the form of indicators and leading components is given, with the help of which its role as the main core and resource of personality in the process of adaptation is confirmed. The aim of the work is to study the de-gree of vitality of foreign students from Central Asian countries with different types of adaptation to life difficul-ties. Psychological tests in the Russian language were chosen as the research methods, the participants of which were foreign students from three Central Asian countries studying in Russia. The authors analyzed the interrelation of the components of resilience and its importance in the process of adaptation of foreign students from Central Asian countries during their studies at Russian universities. The results of the study can be applied in the field of socio-psychological planning and forecasting.

The results of the empirical study of social and psychological adaptation of foreign students from non-CIS (Asian, African, and Middle Eastern countries) and near abroad countries have been presented. The relevance of the study is conditioned by the importance of successful adaptation for foreign students studying in Russian universities, as well as by the insufficient study of the specifics of students’ adaptation to learning in a foreign cultural environment. Due to cultural differences, the adaptation process may have different success rates. The study involved 62 foreign students who came to get education in Russia. The age of the respondents ranged from 17 to 28 years old, 58 % of students came to Russia from near abroad countries, and 42 % came from countries that were not part of the Soviet Union at the time of its collapse. For the social and psychological adaptation study we used the “Adaptation of personality to a new social and cultural environment” questionnaire and methodology by L.V. Yankovsky. It has been found that foreign students who came to study from non-CIS countries adapt to Russian universities much worse and are at greater risk of social and psychological maladaptation than students from near abroad countries.

Introduction: Psychophysiological adaptation of foreign medical students is a pressing issue due to the increasing influx of students from abroad. Objective: This study aimed to identify the factors affecting the adaptation of international students in the process of studying at medical universities of the Kyrgyz Republic, with a special focus on climatic conditions, study load, and stress factors. Method: The study was conducted from 2022 to 2023 at Ala-Too International University and the International Graduate School of Medicine, involving 150 first-year students from India and Pakistan. The analysis of data obtained from questionnaires, physiological tests, and biochemical analyses revealed significant changes in levels of anxiety, stress tolerance, and physiological indicators such as cortisol levels, blood pressure, and heart rate, as well as the state of the respiratory system.

OBJECTIVES Latinx and Asian people are experiencing an elevated rate of immigration status-related oppression-both systematically and individually-despite actual nationality, and this type of cultural stressor has seen a rampant increase recently in the United States. We aimed to assess the relation and effect of immigration status microaggressions on psychological stress and some mechanisms connected to these experiences. METHOD Using a sample of Latinx and Asian college students (N = 776), we unpack the relationships between individual cultural stressors, such as immigration status microaggressions, and psychological stress, by exploring their mediating relation with internalized racism (Mediator 1), and fear of foreign objectification (Mediator 2), using Hayes's (2012) PROCESS Model 6-serial mediation. Furthermore, we expanded on this model, highlighting differences between Latinx and Asian participants (moderator) using a moderated mediation. RESULTS Findings suggest a full serial mediation. Specifically, the psychological stress associated with immigration status microaggressions was mediated by internalized racism and fear of foreign objectification. Results also highlighted that Latinx participants, compared to Asian ones, showed a significant positive association between immigration status microaggressions with internalized racism and fear of foreign objectification. Furthermore, a significant interaction for Latinx who experience more fear of foreign objectification was positively associated with psychological stress. Indirect effects for each group are discussed. CONCLUSION Our study is one of the first to explore cultural stress in the form of immigration status microaggressions in connection with more general forms of psychological stress and internalizing processes for two groups historically persecuted around immigration in the United States. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

This study explored the relationship between acculturative stress and college adaptation among Chinese international students, focusing on the mediating role of self-esteem. Data were collected online from 394 Chinese students enrolled at various Korean universities. The survey assessed acculturative stress, self-esteem, and college adaptation levels. Data were analyzed using Process Macro Model 4. To enhance the robustness of the findings, several demographic variables, including gender, academic year, Korean language proficiency, and socioeconomic status, were controlled in the analysis. Our findings revealed that acculturative stress negatively affected self-esteem and college adaptation, whereas self-esteem positively influenced college adaptation. Self-esteem partially mediated the relationship between acculturative stress and adaptation to college. These findings underscored the significance of interventions designed to reduce acculturative stress and foster selfesteem, thereby improving Chinese international students’ adjustment to university life; therefore, this study also discussed some practical strategies. The factors identified in this study are crucial for Chinese students' longterm growth and success in foreign educational environments. Therefore, educational institutions can better support Chinese international students in their transition and adaptation processes, ultimately contributing to their overall well-being and academic success.

In the conditions of globalization and intensification of academic mobility, the problem of students’emotional well-being acquires special significance and relevance, especially in the multicultural educationalenvironment of Kazakhstan. Emotional well-being, as an integral indicator of the psychologicalstate of personality, is closely related to the quality of adaptation, the level of social support, culturalattitudes and interpersonal communications. The purpose of the present study is socio-psychologicalverification of the construct of emotional well-being taking into account the cross-cultural aspect on asample of Kazakhstani and foreign students. The scientific novelty of the work lies in the identification ofsocio-cultural factors determining the level of emotional well-being, as well as in the empirical comparisonof indicators between different ethnic groups. The study involved 227 respondents – Kazakhstaniand foreign students. A comprehensive empirical diagnosis was implemented using six valid methodsaimed at assessing affective states, strategies of emotional regulation, self-efficacy in the sphere of emotions,level of depression, anxiety and stress, as well as perception of social support and cultural orientations.Methodology included the use of standardized scales as well as statistical methods of analysis. Theresults showed that the emotional well-being of international students depends to a greater extent on thelevel of cultural adaptation and the quality of social support. The obtained data have high theoretical andpractical significance: they can be applied in the development of psychological assistance programs andadaptation trainings for students. The work contributes to the development of cross-cultural and educationalpsychology, actualizing the problem of stability of emotional state in a multicultural environment.Keywords: emotional well-being, cross-cultural study, students, social-psychological verification,predictors.

ABSTRACT Students’ journeys face a lot of challenges, especially those who are studying away from their homeland. One of the main challenges is maintaining a stable mental health. This study examines international university students’ mental health issues concerning communication, academic stress, financial difficulties, and culture adaptation. A total of 244 university students who studied in Malaysia from three different regions; Asia, Africa, and the Middle East, are the respondents. Data is collected via an adapted established questionnaire. SmartPLS is employed for data analysis. Findings showed that only one significant factor affects their mental health, which is academic stress. This study implies that academic stress management is crucial in supporting the students’ lives. Despite common perceptions, communication skills, culture adaptation, and financial difficulties were insignificant. Thus, university students' affairs should prioritize stress-free initiatives.  

International students face multiple pressures such as academics, cultural adaptation, and social interaction. Among them, cross-cultural adaptation and communication pressure have become one of the major challenges faced by these students. Cross-cultural Communication Pressure (CCP), for international students, is caused by the inability to adapt to the new cultural environment, and they may have mental health problems such as anxiety and depression. Since existing research focuses more on multiple aspects of cross-cultural adaptation, research specifically focusing on the impact of CCP on the mental health of international students is still limited. To this end, the study aims to systematically explore effective intervention strategies by analyzing the impact of CCP on the mental health of international students. The study adopted a mixed research method of questionnaire survey and in-depth interviews. The questionnaire survey was used to quantitatively analyze the relationship between CCP and mental health status of international students. In-depth interviews are used to gain a deeper understanding of students' personal experiences and feelings. The research subjects were 200 international students at a university, using the standardized Cross Cultural Adaptability Inventory (CCAI) and the Mental Health Self-Assessment Scale. Twenty questionnaire participants were randomly selected and conducted semi-structured interviews to further understand the specific manifestations of CCP and its impact on mental health. SPSS30.0 software was used for data analysis, mainly using methods such as descriptive statistics, correlation analysis and regression analysis. According to the CCAI scale results, the average CCP score of the respondents was 3.8 (out of 5 points), indicating that international students in general have high cross-cultural adaptability. The survey found that 72% of respondents reported experiencing varying degrees of CCP, with 45% saying this stress had significantly affected their daily lives. Correlation analysis confirmed that CCP was significantly negatively correlated with mental health status (r = -0.58, p<.01). This suggests that the greater the stress, the worse the mental health. Regression analysis results show that CCP has a significant predictive effect on mental health status (β = -0.45, p<.01), explaining 20% of the variation in mental health. Through in-depth interviews, statistics show that the main sources of CCP are misunderstandings and conflicts caused by language barriers, social isolation and cultural differences. Research results show that CCP significantly affects the mental health of international students, and appropriate intervention strategies can effectively alleviate this pressure and improve mental health. Mental health intervention strategies for international students should focus on alleviating CCP, which can start from providing language support, promoting cross-cultural exchanges and establishing social support networks. This study reveals the significant impact of CCP on the mental health of international students and provides an important reference for university administrators and education policy makers. Future research can further analyze the specific manifestations of CCP in different cultural backgrounds and its impact on mental health. In addition, more intervention strategies targeting CCP need to be developed and verified to help international students better adapt to life in a foreign country. No. 24GYB112.

A comprehensive clinical-psychological, clinical-anamnestic, and psychodiagnostic examination was conducted on 372 foreign students in English-language educational programs from 1st to 6th year at Kharkiv National Medical University. Group I — students from India (194 individuals); Group II — students from Middle Eastern countries (96 individuals); Group III — students from African countries (82 individuals). Pathological levels of psychological maladjustment (high and severe) were diagnosed in 26.6 % of students from India, 30.6 % of students from Middle Eastern countries, and 40.0 % of students from African countries, demonstrating differential vulnerability depending on cultural distance and socio-economic factors. The clinical-psychological structure of maladaptive states in foreign students was represented by astheno-depressive (23.1 % of Group I subjects, 15.8 % of Group II, and 25.6 % of Group III), hyperesthetic (29.9 %, 29.8 %, 22.2 % respectively), anxiety (25.5 % of Group I, 18.9 % of Group II, and 31.1 % of Group III), and dysphoric (21.5 %, 35.5 %, and 21.1 % respectively) variants. Psychological maladjustment of foreign students during wartime is characterized by specific features distinct from classical adaptation disorders of peacetime. The combination of traumatic stress, cultural disorientation, and disruption of the educational process creates a unique symptom complex that requires the development of specialized diagnostic criteria and innovative psychotherapeutic protocols.

Introduction The distinctive social nature of sport in its capacity to promote immigrants’ adaptation to the new society has been regarded as a vehicle to cope with adverse mental health outcomes derived from acculturative stress (AS) and feelings of marginalization. However, the evidence on the relationship between sport participation (SP), AS, and mental health have been lacking and fragmented. Recognizing this challenge, we examined the mediating effect of AS on the relationship between SP and depressive symptoms (DS) among international college students in the USA. Methods A total of 203 international college students in the USA were recruited via Prolific. The instrumentation included previously validated measures: SP (SLIM-18), AS (ASSIS), DS (CES-D-10), sense of coherence (SOC-13), and demographic characteristics. Results Mediation analysis showed a significant association between (1) SP and DS (ß = −0.030, p < 0.05) and (2) AS and DS (ß = 0.053, p < 0.001), while (3) no significant indirect effect of AS was found [ß = −0.001, SE = 0.0003, 95% CI (−0.008, 0.004)]. Discussion Even though several previous scholars have argued that SP is an effective tool to cope with AS among international students, the present study implies this may not be applied to all international students. Specifically, AS and DS among European participants were lower than those from non-European countries, including Asia. Future studies using meta-analysis could be beneficial to examine the external validity of the previous studies on the relationship between SP, acculturation, and mental health to address this potential heterogeneity on the level of AS based on their origin countries or continents. The current study provides meaningful implications for adopting the transformative marketing perspective, which is a marketing approach that pursues positive social outcomes by promoting positive behavior of the target population.

This study aims to identify differences in factors influencing the development of depression in Russian and international students, as well as to compare the characteristics of symptoms and adaptation difficulties between subgroups of international students from the Middle East and Africa. Methods. The study involved 201 students of the RUDN University Medical Institute, divided into groups of Russian (n=100) and international students (n = 101), the latter were divided into subgroups of students from the Middle East and Africa. The following methods were used: Beck Depression Inventory (BDI), Adverse Childhood Experiences (ACE) Scale, Psychological Stress Scale (PSM-25), and Coping Questionnaire (WCQ). For data analysis, variance and regression analysis were used, followed by pairwise comparison of groups. Results. International students demonstrated higher rates of depression (p = 0,04). Predictors of depressive symptoms were the level of psychological stress (p < 0,001), negative childhood experiences (p < 0,001) and foreign citizenship (p = 0,04). Differences in symptoms were revealed between the subgroups of foreign students: sleep disorders, apathy and headaches were more common among students from the Middle East, chronic fatigue — among African students. Conclusions: the results indicate the importance of the ethnocultural factor in the formation of depression and emphasize the need for specialized psychological support.

Acculturative stress may hamper international students' ability to succeed in the United States of America. This study analyzed the impact of a range of factors noted in the literature and compared the levels of stress they were related to before and during the COVID-19 pandemic. We collected three waves of data (total responses = 204) via an online survey from ten universities/colleges across different regions in the United States of America. The results indicated that English proficiency and sex predicted the overall acculturative stress of Asian international students, in which higher perceived English proficiency predicted a lower perceived acculturative stress, and female Asian international students experienced higher acculturative stress than males. Also, Asian international students are experiencing more sadness during the pandemic and their peers are more discriminated against during 2020. Thus, university administrators should promote English language programs and support services (e.g., gender specific student support) to effectively address Asian students’ concerns.

No abstract available

No abstract available

No abstract available

OBJECTIVE Acculturative stress, often experienced by members of minority groups, is related to problematic eating behaviors. What remains poorly understood is the function of perceived social support in this link. This study evaluated the moderating role of perceived support from family, the significant other, and friends in the association between acculturative stress and problematic eating behaviors, including emotional eating, uncontrolled eating, and cognitive restraint eating. METHOD An online cross-sectional study was conducted with 497 Asian and Latinx college students using standardized questionnaires. Three hierarchical multivariable models were analyzed, with each eating behavior included as the outcome variable. Demographic variables (Step 1), general perceived stress (Step 2), and predictor variables (i.e., acculturative stress, perceived support; Step 3) were added using Method Enter. Interaction terms were entered using Method Stepwise (Step 4) to test for moderation effects. RESULTS As perceived family support increased, the magnitude of the link between acculturative stress and higher uncontrolled eating increased (p = .002). When perceived significant other support was higher, the magnitude of the relationship between acculturative stress and higher emotional eating increased (p = .02). Higher perceived friend support was directly related to reduced uncontrolled eating (p = .002). DISCUSSION This study highlights the heterogeneous effects of various sources of perceived support on the link between acculturative stress and problematic eating behaviors. Findings imply that problematic eating prevention and intervention programs might benefit from considering not only the acculturative stress experienced by racial/ethnic minority young adults but also the sources of support perceived. PUBLIC SIGNIFICANCE Perceived support from family and the significant other increased the magnitude of the link between higher acculturative stress and increased problematic eating behaviors, whereas support from friends showed a direct relationship with reduced uncontrolled eating. The results highlight the nuanced functions of various sources of perceived social support and contribute to a deeper understanding of potential moderators in the relationship between acculturative stress and problematic eating behaviors among racial/ethnic minorities.

Drawing from diversity science principles (Miller et al., Journal of Social Issues, 75, 1240–1261, 2019), this study examined how social support, acculturative stress and perceived stress influence generalized anxiety in a diverse sample of international students. Using an intersectional lens, the present study also tried to test Berry’s (Applied Psychology: An International Review, 46, 5–34, 1997) acculturative stress model and assess the main effect hypothesis within a diverse cohort of international students. A sample of 190 international students (84 female, 105 male) enrolled at Kastamonu University was recruited for this study, with a mean age of 20.87 years (SD = 2.79). In addition to gathering demographic information, participants were administered the Acculturative Stress Scale for International Students, the Perceived Stress Scale, the Multidimensional Scale of Perceived Social Support, and the Generalized Anxiety Disorder Scale- 7. The analysis revealed that (i) demographic factors did not significantly influence generalized anxiety, (ii) social support from different sources did not significantly impact the acculturation process of the students, (iii) acculturative stress and perceived stress independently contributed to generalized anxiety, and (iv) perceived stress partially mediates the relationship between acculturative stress and generalized anxiety. These findings highlight the need for universities to prioritize mental health support and to develop targeted interventions aimed at promoting the well-being of international students, considering their specific challenges and requirements.

Acculturative stress among international students in Australia has gained significant attention due to its impact on mental health and performance in their studies. However, there are still gaps in understanding the progression of stress with time, the efficiency of the mechanisms of institutions in Australia, and how effective their support mechanisms are. In this document, the main aim is to analyze the multifaceted causes of acculturative stress, such as language barriers, demands of academia, and social isolation, and look in more depth at the coping strategies used by scholars. Thus, it can be concluded that language and socializing is an important aspect of the students, while education is the major issue faced by them. Furthermore, social support aggravates the feelings of loneliness and does not allow for any further adjustment. According to the research conclusions, the paper recommends that more support should be put in place for scholars from collectivistic cultures through offering better support programs and initiatives that will ensure that the scholars make better social relations, reduce acculturative stress, and enhance their well-being in Australian tertiary institutions.

Introduction With the increasing trend of international academic mobility, understanding the psychological outcomes of cultural transition has become crucial. The present study aimed to examine the relationship between acculturative stress and meaning in life (MIL), focusing on the mediating roles of difficulties in emotion regulation (DIER) and meaning-centered coping style (MCCS) among international students in Germany. Methods This descriptive-correlational study recruited 443 students enrolled at German universities in 2024 through convenience sampling. Participants completed Sandhu & Asrabadi’s Acculturative Stress Scale for International Students, Gratz & Roemer’s DIER Scale, Eisenbeck et al.’s Meaning-Centered Coping Scale, and Steger et al.’s Meaning in Life Questionnaire. Data were analyzed using Pearson’s correlation coefficient and structural equation modeling (SEM) in SPSS-26 and LISREL-10.20. Results The findings indicated that acculturative stress was directly and positively associated with the search for meaning, and indirectly associated with both the presence of meaning and the search for meaning through DIER and MCCS. Specifically, acculturative stress was positively related to DIER, which in turn was negatively associated with the presence of meaning and positively with the search for meaning. Additionally, acculturative stress was negatively related to MCCS, which was positively linked to the presence of meaning, but not significantly to the search for meaning. Discussion These results underscore the significance of emotional regulation and MCCS in mitigating the psychological effects of acculturative stress and promoting psychological wellbeing among international students.

The present study investigated the moderating role of social support in the relationship between acculturative stress and college adjustment among international students in South Korea. Data were collected through an offline survey from 564 international students enrolled at universities across the country. The data were analyzed using SPSS and the PROCESS Macro (Model 1). The findings revealed that social support significantly moderated the negative impact of acculturative stress on college adjustment. Notably, social support from Korean friends exhibited the highest explanatory power among the different sources of support. A sub-factor analysis further showed that instrumental support for problem-related issues from co-national friends and emotional support for daily life from professors did not yield statistically significant moderating effects. These findings highlight the differentiated impact of social support depending on its source and specific sub-dimensions, offering empirical insights into the role of social networks in facilitating international students’ adaptation to college life in a host culture.

Abstract: Research has shown that acculturative stress and social support are important factors for sociocultural adaptation. To assess whether these phenomena extend to international students, the purpose of the current study was to examine the role of acculturative stress and social support on the sociocultural adaptation of international students who are enrolled in higher education institutions in the United States. The current study further examined the role of students’ ethnic background (European vs. non-European) in the relationship between acculturative stress and sociocultural adaptation. Data was collected using an online Qualtrics survey with participants recruited through social media (e.g., Facebook, LinkedIn, and X). A total of N = 461 international students ( n = 242 males and n = 199 females) completed the survey within the age range of 19–32 years. The participants were nationals of 72 different countries, and they had been in the United States for a range of 1–6 years. The results revealed that acculturative stress and its interaction with social support significantly predicted sociocultural adaptation for non-European students, but not for European students. Specifically, social support mitigated the negative impact of acculturative stress on sociocultural adaptation for non-European students. The findings of our research highlight the fundamental significance of the social context for international students and how it affects their acculturation process.

This study examined the effects of acculturative stress and depression on university life adjustment among Chinese international students in South Korea by identifying how these psychological and sociocultural factors shape students’ adaptation processes. A descriptive survey was conducted with 125 students from a university in the G region, and data were collected using structured questionnaires and analyzed through descriptive statistics, group comparison tests, correlation analysis, and hierarchical regression. The findings showed that acculturative stress was positively related to depression and negatively related to university adjustment, while depression also demonstrated a negative correlation with adjustment. In the regression model, acculturative stress (β = –.66, p < .001) emerged as the strongest predictor, accounting for 51.6% of the variance in university adjustment, whereas depression was not statistically significant. These results indicate that acculturative stress serves as a major barrier to successful adaptation, highlighting the importance of institutional support systems that strengthen cultural adaptation, language development, and structured interactions with faculty and Korean peers. Enhancing social integration and cultural acceptance is expected to play a crucial role in promoting the academic and psychosocial adjustment of international students.

No abstract available

Abstract Objectives: The current study explored whether social support received from either mediated or in-person contact varied among international students depending on the level of social ties (stronger/weaker) with existing support groups. This study also examined whether in-person or computer mediated social support (CMSS) is a better predictor of acculturative stress which might influence mental health of international students. Methods: An online survey was conducted among 179 international students across three U.S. universities. Results: Results showed that international students perceive stronger online social ties compared to in-person social ties, t(125)=– 3.57, p < .001. Stronger ties with CMSS significantly negatively influence acculturative stress compared to in-person social support for international students, (b = −0.24, 95% CI [-0.45, −0.03]). This indicates that as CMSS increases, acculturative stress decreases among international students. Conclusions: This study concludes that online social support groups can positively influence mental health of college student populations, particularly those who feel stressed out.

Chinese international students on U.S. college campuses often experience acculturative stress, a phenomenon concerned with adapting to a new culture. However, there is a paucity of research about how these students use culturally relevant strategies to cope with this stress and enhance their well-being. Based on Heppner et al.’s (2014) cultural and contextual model of coping, this study explores a three-way interaction between Chinese international students’ acculturative stress, proactive coping, and future time perspective in predicting their subjective well-being. Participants (N = 198) were undergraduate, graduate, and other status students (in Optional Practical Training) attending U.S. colleges and universities who completed an online survey. Hierarchical multiple regression was used to investigate the moderation model. Results indicated acculturative stress and subjective well-being were negatively correlated. Despite no moderation effects, proactive coping, future time perspective, and perceived English proficiency were associated with subjective well-being. Limitations, future research directions, and implications for clinical practice are discussed.

No abstract available

The primary objective of this study is to investigate the associations among cyberbullying victimization, acculturative stress, and depressive symptoms in international students. Specifically, the study assesses whether acculturative stress functions as a mediator in the pathway from cyberbullying to depression. The study sample consisted of 178 international undergraduates enrolled at a University in the northeastern region of the United States. The Cyberbullying and Online Aggression Instrument (COASI), the Center for Epidemiologic Studies Depression Scale-Short Form (CESD-SF) and Acculturative Stress Scale for International Students (ASSIS) were employed to gather the study data. Findings revealed a significant positive correlation between cyberbullying victimization and both acculturative stress and depression. Moreover, the analysis demonstrated that acculturative stress serves as a partial mediator in the association between cyberbullying experiences and depressive symptoms. These findings highlight the intertwined influence of digital victimization and cultural adjustment challenges on psychological well-being. Consequently, higher education institutions should develop culturally responsive counseling services and preventive programs that simultaneously address online safety and acculturation processes to support this diverse student population.

No abstract available

No abstract available

No abstract available

No abstract available

Second-generation persons experience unique interpersonal stressors that contribute to overall risk for suicide. However, studies to date have yet to examine complex associations for interpersonal risks and suicide ideation in this growing population. Consistent with the interpersonal theory of suicide, the purpose of this study was to examine the potential moderating effects of acculturative stress (familial and general) in the association of perceived burdensomeness and suicide ideation among second-generation Asian American and Latinx young adults. Second-generation Asian American (n = 146) and Latinx (n = 139) university students completed self-measures of perceived burdensomeness, acculturative stress, suicide ideation, and depressive symptoms. Regression analyses revealed that the association for perceived burden and suicide ideation was most robust at higher levels of familial acculturative stress for Asian American study participants. Other models demonstrated likely clinical significance but did not reach statistical significance. In one example, perceived burdensomeness was associated with suicide ideation for second-generation Latinx study participants but, unexpectedly, at low (not high) levels of familial acculturative stress. General acculturative stress was not associated with suicide ideation for Asian American or Latinx university students in multivariate models. The current findings provide insight into interpersonal and contextual factors that contribute to suicide ideation for vulnerable second-generation Asian American and Latinx young adults. Further research is needed to assess shame, parental acculturative stress, and potential buffers such as peer support in risk/resilience models. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The mental health needs of Asian American older adults are complex and multifaceted. Despite their rich diversity, Asian American older adults face significant challenges, including mental health stigma, cultural stress, limited English proficiency, and historical trauma. In addition, the coronavirus disease 2019 pandemic reignited preexisting anti-Asian attitudes of hostility, discrimination, blame, and scapegoating. The historical context of Asian immigration to the United States, impact of race-based discrimination, and recent resurgence of anti-Asian hate crimes impact mental health in Asian American older adults. Thus, there is a need for a culturally sensitive and competent mental health care workforce, culturally tailored interventions, and family involvement. In the context of research and policy, it is critical to prioritize increased funding and research focus on culturally tailored instrument development, interventions, and policy initiatives informed by recent findings to safeguard this population from hate crimes and discrimination. [Journal of Psychosocial Nursing and Mental Health Services, 62(7), 11-15.].

Students who are marginalised based on varying identities, backgrounds and characteristics are highly vulnerable to mental health challenges, but many do not receive appropriate support from healthcare services. Several barriers have been identified, including cultural and systemic factors. Therefore, everyday coping strategies and support in different settings are vital. This study examines the mental health coping strategies and support needs among marginalised students in the United Kingdom (UK). We analysed qualitative and quantitative data from a cross-sectional survey conducted between December 2021 and July 2022. Statistical analysis was conducted on data obtained using the abbreviated version of the Coping Orientation to Problems Experienced Inventory (Brief-COPE). Qualitative content analysis was applied to data collected using open-ended questions. From a subsample of 788 further and higher education students, 581 (73.7%) students (M = 25 years, SD = 8.19) were categorised as marginalised based on ethnicity, sex/gender, sexuality, religious beliefs, first language, birth country, age (i.e., mature students), and having special education needs/disabilities. Marginalised students had significantly higher scores for problem-focused, emotion-focused and avoidant coping strategies/practices compared to other students. Coping strategies included talking to friends and family, practising religion or spirituality, engaging in creative/innovative activities like hobbies, using entertainment as a distraction, waiting to see if things improve and isolating. Students expressed a need for improved or tailored services, additional academic support, and appropriate social support. These included contemporary approaches to support mental health, such as online provisions, regular mentor/personal tutor meetings, lowered academic pressures and opportunities for organised peer support. The findings from this study highlight significant and timely evidence on coping strategies and support needs among a wide range of marginalised student groups in the UK. This study provides important knowledge that is useful to inform personalised culturally appropriate mental health support that can be offered in education settings.

No abstract available

Though sexual assault is prevalent among college campuses, there is a paucity of research on whether risk factors vary for different racial/ethnic groups. As such, this article examines familial and individual risk factors and three sexual assault types (coercive, physically forced, and incapacitated) with depressive symptoms and post-traumatic stress disorder (PTSD) symptoms to see whether such risks vary for Black/African American, White, Asian, and Hispanic groups of college students. Data were gathered in 2019 to 2020 from 783 undergraduate college women and men at a large public university in the Midwestern United States. Results revealed that in terms of family background, Black/African American, Asian, and Hispanic students reported more experiences of child physical abuse and lower levels of warmth and support compared to White students. White college students, however, reported more frequent heavy drinking compared to Asian and Hispanic students. For sexual assault, Asian students reporting experiencing incapacitated sexual assault more so than White students, whereas Black/African American students reported experiences of physically forced sexual assault more so than White students. For mental health, Hispanic students reported more PTSD symptoms compared to White students while Asian students reported more depressive symptoms compared to their White counterparts. It is noteworthy that early experiences of child physical abuse and lower warmth and support continued to significantly impact both PTSD symptoms and depressive symptoms. Our results demonstrate the importance of going beyond the typical dichotomy of White and non-White to gain a more nuanced understanding of how risk factors vary for different racial and ethnic groups, which has implications for intervention and prevention when understanding sexual assault and mental health outcomes.

PURPOSE To examine heterogeneity in suicidality and related factors among East, South, and Southeast Asian students using data from the American College Health Association National College Health Assessment survey. METHODS Data came from 412,981 college students including 67,105 East, South, and Southeast Asian students (Mage = 23.2, SD = 6.3). Structural equation modeling with invariance testing was conducted to identify predictors of suicidality and differences between East, South or Southeast Asian, as well as non-Asian students. RESULTS Comparing East, South, and Southeast Asian students to non-Asian students, the only meaningful difference was significantly higher substance use among the non-Asian students. Among the 3 Asian ethnicities, Southeast Asian students reported significantly higher psychological distress and suicidality compared to East and South Asian students. Their reported rates of suicidality were comparable to non-Asian students. DISCUSSION Aggregated data on Asian Americans conceals disparities in suicidality. Findings demonstrate that Southeast Asian students were at significantly higher risk for suicidality compared to their East and South Asian and non-Asian peers, highlighting the need for culturally responsive mental health interventions.

Background In 2020, the Coronavirus disease (COVID-19) triggered the latest wave of anti-Asian discrimination. During the first year of the pandemic, symptoms of depression and anxiety increased seven-fold within Asian Pacific Islander Desi American (APIDA) communities. Among this population, APIDA college students were at particularly high risk for mental health challenges due to COVID-19-related racial discrimination. This study examined the association between COVID-19-related racial discrimination and the mental health of APIDA college students, conceptualizing ethnic identity as a moderator in the association. Methods Secondary analysis was conducted on data from 2,559 APIDA college students aged 18 to 29 who participated in the Fall and Winter/Spring Cohorts of the 2020–2021 Healthy Minds Study (HMS), a non-probability web-based survey administered to students in higher education in the United States. Descriptive statistics, comparative analysis (e.g., Chi-square and t-test), and multivariable linear regression were conducted using STATA 17.1 (StataCorp LLC, College Station, TX). Survey weights were applied in all analyses. Results There were significant positive associations between COVID-19-related racial discrimination and symptoms of depression (b = 2.15, p < 0.001) and anxiety (b = 1.81, p < 0.001) among the overall sample. Furthermore, a greater sense of ethnic identity was associated with lower symptoms of depression (b = -0.15, p< 0.001) among the overall sample. Finally, ethnic identity buffered the association between COVID-19-related racial discrimination and symptoms of anxiety among East Asian students and symptoms of both depression and anxiety among Native Hawaiian and Pacific Islander students. In contrast, ethnic identity intensified the association between COVID-19-related racial discrimination and symptoms of depression among Filipino students. Conclusions The research found that COVID-19-related racial discrimination was associated with increased symptoms of depression and anxiety among the full sample of APIDA college students during the first year of the pandemic. Additionally, higher levels of ethnic identity were associated with decreased depression among the entire group. The striking results on the moderating role of ethnic identity among subgroups call for further research on the ethnic identity development of APIDA college students, to help mitigate the effects of racial discrimination within a variety of systemic, complex, and dynamic sociocultural contexts.

ABSTRACT Suicide is one of the most prevalent causes of death among college students in the United States, and the leading cause of death among Asian American college-aged adults. Given these concerning rates, further investigation is essential to understanding the current levels of suicide risk among this population, including culture-specific risk factors, to influence mental health interventions that support this population. This study aims to explore the impacts of Asian culture-specific factors on thwarted belongingness, a proximal risk factor of suicide desire, among college students of Asian descent guided by the Interpersonal Theory of Suicide. Participants (n = 218) completed a battery of validated measures to assess predictors of thwarted belongingness, which included shame, discrimination, ethnic identity, and perfectionism. Nearly half of participants met clinical cutoff criteria for suicide desire. Further, ethnic identity commitment, perfectionism discrepancy, and external shame were statistically significant predictors of thwarted belongingness among this population. These findings underscore the need for tailored interventions that address these culture-specific factors on college campuses to reduce the risk of suicide among students of Asian descent. Additional implications for college-student serving mental health professionals and future research directions are discussed.

Abstract Objective: The objective of the study was to improve models of mental health outcomes for Asian American and Native Hawaiian/Other Pacific Islander (NHOPI) undergraduates (n = 48,516). Participants: Participants were Asian American, NHOPI, and White undergraduate adult students in the United States. Methods: Using data from the national 2018-2019 Healthy Minds Study,1 depression, anxiety and psychological well-being were analyzed using multivariate logistic and linear regression models. Both additive and interactive model assumptions for race and gender were tested. Results: 1) Compared to White students, Asian Americans experienced depression and psychological well-being disparities and NHOPIs experienced marginal depression disparities; 2) Asian American and NHOPI students experienced different health inequities compared to Whites, and 3) modeling race and gender using interactions did not significantly improve model fit for depression, anxiety, or psychological well-being. Conclusions: Mental health disparities among Asian American and NHOPI undergraduates should be further studied to facilitate mental health promotion and prevention.

No abstract available

No abstract available

Despite extensive research supporting the effectiveness of mindfulness-based interventions, the understanding of the dynamic connections between various mindfulness facets, particularly across diverse cultures, remained limited. This study aimed to investigate the networks among mindfulness aspects across different cultural backgrounds and their individual associations with mental health and well-being. Using the data collected from 710 undergraduate students in Hawaii (445 Asian Americans, 265 European Americans), we constructed sparse networks for each group to investigate their centrality index. To compare the overall structures of these networks, we utilized permutation-based tests. In addition, we used relative weight analysis to evaluate the distinct contributions of each mindfulness facet to positive and negative mental health outcomes. The results indicated similar trends in both racial groups, emphasizing the importance of specific mindfulness aspects like describing and acting with awareness within the mindfulness construct. However, notable variations were observed, particularly in how observing and nonjudging facets related among Asian Americans. In addition, acting with awareness and nonjudging showed substantial inverse associations with negative mental health outcomes across groups, whereas the observing aspect displayed positive connections with anxiety and stress among Asian Americans. The findings suggest which aspects are fundamental to mindfulness, aiding in a nuanced understanding of the construct. They also emphasize the importance of acknowledging cultural diversity in both mindfulness research and its clinical applications. Practical implications and directions for future research were discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

No abstract available

Adolescence is a critical stage marked by identity formation and social challenges, especially for adolescents with migratory backgrounds who must reconcile their ethnic identities with the dominant culture. This study explores the mental health, life satisfaction, student–teacher relationship, and academic achievement of Italian-born, second-generation, and first-generation immigrants. The sample of 680 adolescents (M = 382; F = 280; Prefer not to say = 18; Mean age = 16.77 years) includes native-born Italians (n = 244), second-generation immigrants (n = 210), and first-generation immigrants (n = 226). Data were collected using self-report measures for mental health, life satisfaction, student–teacher relationship, and school achievement. A Multivariate Analysis of Variance identified significant group differences, followed by post-hoc tests to further explore differences between the groups. Second-generation immigrants reported significantly lower emotional well-being compared to their Italian-born peers. Both first- and second-generation immigrants exhibited lower life satisfaction, particularly in peer relationships. In terms of student–teacher relationship, second-generation immigrants perceived higher levels of school danger compared to Italian-born adolescents, possibly driven by discrimination. Academic outcomes revealed significant disparities, with Italian-born students outperforming second-generation immigrants, highlighting the impact of acculturative and bicultural stress. The findings highlight the unique challenges second-generation immigrants face in Italy in balancing cultural integration with preserving their heritage.