Exploring the Social Determinants of International Students’ Well-Being: Uncovering the Importance of Felt Understanding

In response to the heightened risk of poor well-being among international students, the present thesis had two main aims: (1) to examine how social processes contribute to or hinder international students’ well-being, and (2) to explore in depth the role of felt understanding in promoting well-being among international students. To address these aims, we conducted three studies using a mixed-methods approach. Study 1 (Chapter 2) used cross-sectional surveys to examine how negative experiences (i.e., perceived language discrimination and personal-enacted identity gap) and protective social resources (i.e., felt understanding, social contact, and social support) predicted indicators of social and psychological well-being (i.e., loneliness, depression, and anxiety). Specifically, this study tested whether negative social experiences predicted diminished perceptions of available social resources, and whether, in turn, these reduced resources predicted poorer well-being. Study 2 (Chapter 3) used semi-structured interviews to qualitatively explore the lived experiences of felt understanding among international students. This study examined how felt understanding is experienced in international students’ everyday lives, what factors elicit it, and how it is associated with negative social experiences, social connection, and well-being. Study 3 (Chapter 4) employed a daily-diary approach to examine within-person daily associations among feeling (mis)understood, social (dis)connection, and well-being. This study also investigated additional understanding-related experiences (i.e., feeling misunderstood and the expectations of being understood) and their roles in international students’ social integration and well-being. This thesis has several key implications. First, felt understanding is positively associated with social and psychological well-being outcomes and serves as a mechanism linking social stressors (i.e., perceived language discrimination and personal-enacted identity) to well-being. Second, international students’ experiences of felt understanding can be shaped by their perceptions of shared experiences (e.g., common identity, similar cultural background, or shared interests), opportunities and abilities to communicate their perspectives authentically, and perceived responsiveness from individuals and broader communities. Third, daily fluctuations in feeling understood, feeling misunderstood, and the expectations of being understood each uniquely predict daily outcomes, including loneliness, interpersonal exclusion, well-being (satisfaction in oneself and one’s life), and hope. Overall, this thesis highlights the importance of felt understanding in fostering meaningful social relationships and improving international students’ well-being.<p></p>

Author dc:creator

• Ziyu Zhao (21041552)

• Felt Understanding
• International Students
• Social Determinants of Well-Being

Statement dc:rights

• All rights reserved
• Open Access after 2027-12-15

Identifier

10779/exe.32629503.v1

OAI identifier oai:identifier

oai:figshare.com:article/32629503