International students face unique challenges adjusting to new environments, which can lead to feelings of loneliness and isolation.
These experiences are associated with mental health problems and poor academic outcomes.
Interventions tailored to the needs of international students are crucial for promoting their social connectedness and overall wellbeing.
Cipolletta, S., Tedoldi, I., & Tomaino, S. C. M. A blended group intervention to promote social connectedness and wellbeing among international university students: An exploratory study. Frontiers in Psychology, 15, 1497544. https://doi.org/10.3389/fpsyg.2024.1497544
Key Points
- This pilot study tested a blended intervention (in-person group sessions + online self-help) to reduce loneliness and improve well-being in international students.
- The blended and peer-led group interventions improved social connections and wellbeing more than self-help alone.
- Group activities allowed sharing experiences, gaining new perspectives, and developing relationships.
- High dropout rate (55%) and small final sample size (n=22) limited statistical power.
Rationale
International students face challenges adapting to new environments that can lead to loneliness, stress, and mental health issues (Alharbi & Smith, 2018; Koo et al., 2021).
Social support is a key protective factor (Bender et al., 2019; Cipolletta et al., 2022).
Group interventions combining psychoeducation, counseling, and social support may best support lonely international students (Carr et al., 2003; Dipeolu et al., 2007).
Methods
The study employed a mixed methods design, collecting both quantitative data from standardized measures and qualitative data from open-ended survey questions.
Quantitative data was taken from a non-randomized controlled trial with 49 international students.
Four conditions: blended (group + online self-help), self-help only, peer-led groups, and control.
Pre-post measures: ULS-6 (loneliness), MSPSS (perceived social support), SWLS (life satisfaction), GAD-7 (anxiety), PHQ-9 (depression).
Six open-ended questions on intervention experience analyzed using thematic analysis, identifying themes and grouping into thematic areas by two coders.
Results
Quantitative results:
- No significant differences on standardized measures, but effect sizes suggest improved wellbeing, perceived support and reduced loneliness, anxiety, depression in blended and peer groups vs control
- Non-completers had higher baseline loneliness, anxiety and depression than completers
Themes identified:
- Sharing experiences and difficulties:
Participants valued the opportunity to share their challenges as international students with peers who could relate.
“I chose this activity to meet new people and have the possibility to share my experiences and difficulties as international students with peers.” (Peer-to-peer)
2. Gaining new perspectives:
Exchanging ideas and experiences with others provided participants with fresh insights and coping strategies.
“Thanks to the online self-help materials, the participants reported to have focused more on their wellbeing and recognized the importance of social support.” (Self-help)
3. Developing relationships:
The group activities helped lessen loneliness by enabling participants to form new social connections.
“The blended activities resulted in the lessening of feelings of loneliness, and in the elaboration of new perspectives and points of view by sharing reflections and experiences with others in the group.” (Blended)
Insight
This study suggests that group interventions, especially peer-led ones, can reduce loneliness and improve wellbeing for international students by providing opportunities to share experiences, gain new perspectives, and form social connections.
The findings align with previous research showing the benefits of group interventions for lonely populations (Masi et al., 2011) and the importance of social support for international students’ adjustment (Bender et al., 2019).
However, this study is one of the first to compare different intervention modalities (blended, peer-led, self-help) for this specific population.
The results indicate that while self-help materials can be useful, their impact is enhanced when combined with in-person interaction.
Future research could explore the optimal blend of online and face-to-face components, test interventions with larger and more diverse samples, and examine longer-term effects on mental health and academic outcomes.
Universities could use these insights to design targeted support programs for international students.
Implications
Tailored group interventions, especially peer-led, show promise for reducing loneliness and improving the wellbeing of international students.
Online self-help is enhanced by in-person interaction. Larger randomized trials with strategies to reduce attrition are needed.
Strengths
This study had several methodological strengths, including:
- Compared multiple intervention modalities (blended, peer-led, self-help)
- Used mixed methods to gather both quantitative and qualitative data
- Targeted a high-risk population (international students)
- Grounded in Personal Construct Psychology theoretical framework
Limitations
This study also had several methodological limitations, including:
- Small final sample size (n=22) limited statistical power
- High attrition rate (55%)
- Non-randomized design limits causal inference
- Potential cultural/language barriers with standardized Western measures
- Short follow-up period; unable to assess long-term effects
References
Primary reference
Cipolletta, S., Tedoldi, I., & Tomaino, S. C. M. A blended group intervention to promote social connectedness and wellbeing among international university students: An exploratory study. Frontiers in Psychology, 15, 1497544. https://doi.org/10.3389/fpsyg.2024.1497544
Other references
Alharbi, E. S., & Smith, A. P. (2018). Review of the literature on stress and wellbeing of international students in English-speaking countries. International Education Studies, 11, 22. https://doi.org/10.5539/ies.v11n6p22
Cipolletta, S., Mercurio, A., & Pezzetta, R. (2022). Perceived social support and well-being of international students at an Italian university. Journal of International Students, 12, 613–632. https://doi.org/10.32674/jis.v12i3.3954
Koo, K. K., Baker, I., & Yoon, J. (2021). The first year of acculturation: a longitudinal study on acculturative stress and adjustment among first-year international college students. Journal of International Students, 11, 278–298. https://doi.org/10.32674/jis.v11i2.1726
Keep learning
Questions for class discussion:
- How can universities better support the social integration and wellbeing of international students?
- What are the advantages and disadvantages of peer-led vs professionally-led interventions?
- How might cultural differences impact the experience and measurement of loneliness?
