A multi-cultural study on perceived social support and resilience towards academic stress among international students during covid-19

Sania Aziz; Winarini Wilman D. Mansoer; Ifdil Ifdil

doi:10.24036/02022112120477-0-00

A multi-cultural study on perceived social support and resilience towards academic stress among international students during covid-19

Sania Aziz⁽¹⁾, Winarini Wilman D. Mansoer⁽²⁾, Ifdil Ifdil⁽³⁾,
(1) Department of Developmental Psychology, University of Indonesia

Indonesia
(2) Department of Developmental Psychology, University of Indonesia

Indonesia
(3) Department of Guidance and Counseling, Universitas Negeri Padang

Indonesia

Corresponding Author
Copyright (c) 2022 Sania Aziz, Winarini Wilman D. Mansoer, Ifdil Ifdil

DOI : https://doi.org/10.24036/02022112120477-0-00

Full Text:

Language : en

Abstract

The current study aimed to see the correlation of perceived social support in enhancing resilience in international students towards academic stress and COVID-19 stress. Extend to which the coronavirus COVID-19 pandemic is affecting worldwide. This study explores social support and resilience towards academic stress and COVID-19 stress in international students—the sample of 83 International Asian and African students, respectively taken from different Countries and universities. The results revealed a significant effect of perceived social support and resilience towards COVID-19 stress. However, further results showed there was a non-significant relationship between perceived social support, resilience towards academic stress.

Keywords

Perceived social support, Resilience, Academic stress, International students, COVID-19

References

Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Online Submission, 2(1), 45-51.

Bareket‐Bojmel, L., Shahar, G., Abu‐Kaf, S., & Margalit, M. (2021). Perceived social support, loneliness, and hope during the COVID‐19 Pandemic: Testing a mediating model in the UK, USA, and Israel. British Journal of Clinical Psychology, 60(2), 133-148.

Bedewy, D., & Gabriel, A. (2015). Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale. Health psychology Open, 2(2), 2055102915596714.

Brewin, C. R., Andrews, B., & Valentine, J. D. (2000). Meta-analysis of risk factors for posttraumatic stress disorder in trauma-exposed adults. Journal of Consulting and Clinical Psychology, 68(5), 748.

Campbell‐Sills, L., & Stein, M. B. (2007). Psychometric analysis and refinement of the connor–davidson resilience scale (CD‐RISC): Validation of a 10‐item measure of resilience. Journal of Traumatic Stress: Official Publication of The International Society for Traumatic Stress Studies, 20(6), 1019-1028.

Campo-Arias, A., Pedrozo-Cortés, M. J., & Pedrozo-Pupo, J. C. (2020). Pandemic-Related Perceived Stress Scale of COVID-19: An exploration of online psychometric performance. Revista Colombiana de Psiquiatría (English ed.).

Chaturvedi, K., Vishwakarma, D. K., & Singh, N. (2021). COVID-19 and its impact on education, social life and mental health of students: A survey. Children and Youth Services Review, 121, 105866.

Cohen, S. (2004). Social relationships and health. American Psychologist, 59(8), 676.

Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310.

Eisenberger, N. I. (2013). An empirical review of the neural underpinnings of receiving and giving social support: implications for health. Psychosomatic Medicine, 75(6), 545.

Ifdil, I., Situmorang, D. D. B., Firman, F., Zola, N., Rangka, I. B., Fadli, R. P. (2022). Virtual reality in Metaverse for future mental health-helping profession: an alternative solution to the mental health challenges of the COVID-19 pandemic. Journal of Public Health (Oxford, England). https://doi.org/10.1093/pubmed/fdac049

Helgeson, V. S., & Lopez, L. (2010). Social support and growth following adversity. Handbook of Adult Resilience, 309-330.

Hendrickson, B., Rosen, D., & Aune, R. K. (2011). An analysis of friendship networks, social connectedness, homesickness, and satisfaction levels of international students. International Journal of Intercultural Relations, 35(3), 281-295.

Kapasia, N., Paul, P., Roy, A., Saha, J., Zaveri, A., Mallick, R., ... & Chouhan, P. (2020). Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India. Children and Youth Services Review, 116, 105194.

Khan, M. J., Altaf, S., & Kausar, H. (2013). Effect of Perceived Academic Stress on Students' Performance. FWU Journal of Social Sciences, 7(2).

Lashari, S. A., Kaur, A., & Awang-Hashim, R. (2018). Home away from home-the role of social support for international students’ adjustment. Malaysian Journal of Learning and Instruction, 15(2), 33-54.

Li, F., Luo, S., Mu, W., Li, Y., Ye, L., Zheng, X., ... & Chen, X. (2021). Effects of sources of social support and resilience on the mental health of different age groups during the COVID-19 pandemic. BMC psychiatry, 21(1), 1-14.

Meng, Q., Zhu, C., & Cao, C. (2018). Chinese international students’ social connectedness, social and academic adaptation: The mediating role of global competence. Higher Education, 75(1), 131-147.

Odriozola-González, P., Planchuelo-Gómez, Á., Irurtia, M. J., & de Luis-García, R. (2020). Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. Psychiatry Research, 290, 113108.

Situmorang, D. D. B. (2020). Online/cyber counseling services in the COVID-19 outbreak: are they really new?. Journal of Pastoral Care & Counseling, 74(3), 166-174. https://doi.org/10.1177/1542305020948170

Situmorang, D. D. B. (2021a). ‘Herd stupidity’ as a result of ‘irrational beliefs’: The mental health issues in the COVID-19 outbreak. Asian Journal of Psychiatry, 65, 102851. https://doi.org/10.1016/j.ajp.2021.102851

Situmorang, D. D. B. (2021b). Indonesia is already in a state of ‘Herd Stupidity’: is it a slump?. Journal of Public Health (Oxford, England). https://doi.org/10.1093/pubmed/fdab340

Situmorang, D. D. B. (2022). “When the first session may be the last!”: A case report of the implementation of “rapid tele-psychotherapy” with single-session music therapy in the COVID-19 outbreak. Palliative & Supportive Care, 20(2), 290-295. https://doi.org/10.1017/S1478951521001425

Situmorang, D. D. B., & Salim, R. M. A. (2021). Perceived parenting styles, thinking styles, and gender on the career decision self-efficacy of adolescents: How & why? Heliyon, 7(3), e06430. https://doi.org/10.1016/j.heliyon.2021.e06430

Stukalo, N., & Simakhova, A. (2020). COVID-19 Impact on Ukrainian Higher Education. Universal Journal of Educational Research, 8(8), 3673-3678.

Mamahit, H. C., & Situmorang, D. D. B. (2022). Spiritual Literacy to Reduce Academic Stress During Online Learning Amidst the COVID-19 Outbreak: An Alternative Choice in Entering a New Academic Year. Asia Pacific Journal of Public Health. https://doi.org/10.1177/10105395221077059

Malkoç, A., & Yalçin, I. (2015). Relationships among resilience, social support, coping, and psychological well-being among university students. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(43), 35-43.

Misra, R., & Castillo, L. G. (2004). Academic stress among college students: Comparison of American and international students. International Journal of Stress Management, 11(2), 132.

Putri, O. E., Ifdil, I., Situmorang, D. D. B., Arfinda, M., Kamila, I., Amalianita, B., & Fadli, R. P. (2021). Archery Therapy for Improving Focus and Reducing Stress During Work From Home: An Alternative Treatment for People With COVID-19 After Recovery. Asia Pacific Journal of Public Health, 10105395211051479. https://doi.org/10.1177/10105395211051479

Wagnild, G. M., & Young, H. M. (1993). Development and psychometric. Journal of Nursing Measurement, 1(2), 165-17847.

Ye, Z., Yang, X., Zeng, C., Wang, Y., Shen, Z., Li, X., & Lin, D. (2020). Resilience, Social Support, and Coping as Mediators between COVID-19-related Stressful Experiences and Acute Stress Disorder among College Students in China. Applied Psychology of Health and Well-Being, 12(4), 1074–1094. https://doi.org/10.1111/aphw.12211

Yeh, C. J., & Inose, M. (2003). International students' reported English fluency, social support satisfaction, and social connectedness as predictors of acculturative stress. Counselling Psychology Quarterly, 16(1), 15-28.

Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of personality Assessment, 52(1), 30-41.