The relationship between international students' perceived discrimination and self-reported overall health during COVID-19

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Students Pub Date : 2023-03-10 DOI:10.32674/jis.v14i1.5368

Qiyang Zhang, Yiying Xiong, Priscilla Rose Prasath, Sooyeon Byun

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引用次数: 2

Abstract

Since the outbreak of the COVID-19 pandemic, cases of discrimination and hate crimes against minority populations including international students have soared in the U.S. This study explores the relationship between international students’ perceived discrimination and their self-reported overall health and the role of social support and positive emotions in such relationship. In total, 203 international students studying at two U.S. universities participated in an online survey. The results indicated that (1) when international students perceive higher levels of discrimination, they experience lower levels of positive emotions and have lower levels of perceived social support; and (2) positive emotions were significantly associated with both psychological distress and physical health. Perceived social support was only significantly associated with physical health not psychological distress. We also provided meaningful implications for higher educational institutions that strive to enhance international students’ overall health.

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新冠肺炎期间国际学生感知歧视与自我报告整体健康状况的关系

自新冠肺炎疫情爆发以来，美国针对包括国际学生在内的少数群体的歧视和仇恨犯罪案件激增。本研究探讨了国际学生的歧视意识与自我报告的总体健康状况之间的关系，以及社会支持和积极情绪在这种关系中的作用。共有203名在美国两所大学学习的国际学生参加了一项在线调查。研究结果表明：（1）当国际学生感知到较高水平的歧视时，他们体验到的积极情绪水平较低，感知到的社会支持水平较低；（2）积极情绪与心理困扰和身体健康显著相关。感知到的社会支持只与身体健康显著相关，而与心理困扰无关。我们还为努力提高国际学生整体健康水平的高等教育机构提供了有意义的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of International Students EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

25.00%

发文量

审稿时长

30 weeks

期刊介绍： The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines. We are especially interested in submissions which mark a new and demonstratively significant advancement in research on international students on topics such as: Cross-cultural studies of acculturation, intergroup relations, and intercultural communication Career preparation, employability, and career outcomes of short- and long-term mobility Development of international student social networks Emerging trends related to the mobility of international students and scholars English-mediated instruction (EMI) and second language acquisition (L2) Experiences of globally mobile LGBTQ+ students and other student populations Geopolitical perspectives and policies related to international students and other immigrants seeking education Global learning involving diverse people collaboratively analyzing and addressing complex problems that transcend borders International faculty, teaching assistants, and postdoctoral researchers Multicultural, intercultural, and cross-cultural engagement New educational contexts that involve the use of emerging technologies and online learning International student experiences in transnational higher education providers and programs.