{"id":{"repo_id":"tdl","oai_identifier":"oai:tdl-ir.tdl.org:2346/102313"},"canonical_url":"https://search.dev.ndltd.org/etd/tdl/oai:tdl-ir.tdl.org:2346/102313","repository":{"repo_id":"tdl","name":"Texas Digital Library","base_url":"https://tdl-ir.tdl.org/server/oai/request"},"display":{"title":"The Relationship Between the Communication of Social Support, Loneliness, And Adult Attachment Styles Among International Students","abstract":"Globalization has increased the number of students studying abroad, offering cultural and academic growth opportunities. Loneliness is a prevalent issue among international students, arising from cultural and language differences as well as the absence of familiar social networks, which can negatively affect their mental health and academic progress. Social support can act as a protective factor against loneliness, yet its effectiveness is influenced by individual attachment styles. This research examines the connection between social support, loneliness, and adult attachment styles among international students. Employing a quantitative research approach, data were gathered from 102 international students using surveys assessing social support satisfaction, attachment styles, and loneliness. The study's results show a significant negative correlation between social support satisfaction and loneliness, implying that students with greater satisfaction in their social support report lower loneliness. Securely attached students experience the least loneliness, whereas those with avoidant and ambivalent attachment styles report higher levels. The research reveals that attachment style does not have a notable effect on social support satisfaction. However, gender differences are evident, as female international students report higher loneliness levels than male students, even though their social support satisfaction remains similar. It is imperative that higher education institutions prioritize the development of an inclusive and supportive environment for international students with insecure attachment patterns. Social inclusion initiatives, culturally responsive counseling, and peer mentorship programs can all enhance the well- being of students. Understanding how social support, loneliness, and attachment styles interact can guide interventions to enhance mental health and academic success among international students.","abstract_html":"Globalization has increased the number of students studying abroad, offering cultural and academic growth opportunities. Loneliness is a prevalent issue among international students, arising from cultural and language differences as well as the absence of familiar social networks, which can negatively affect their mental health and academic progress. Social support can act as a protective factor against loneliness, yet its effectiveness is influenced by individual attachment styles. This research examines the connection between social support, loneliness, and adult attachment styles among international students. Employing a quantitative research approach, data were gathered from 102 international students using surveys assessing social support satisfaction, attachment styles, and loneliness. The study's results show a significant negative correlation between social support satisfaction and loneliness, implying that students with greater satisfaction in their social support report lower loneliness. Securely attached students experience the least loneliness, whereas those with avoidant and ambivalent attachment styles report higher levels. The research reveals that attachment style does not have a notable effect on social support satisfaction. However, gender differences are evident, as female international students report higher loneliness levels than male students, even though their social support satisfaction remains similar. It is imperative that higher education institutions prioritize the development of an inclusive and supportive environment for international students with insecure attachment patterns. Social inclusion initiatives, culturally responsive counseling, and peer mentorship programs can all enhance the well- being of students. Understanding how social support, loneliness, and attachment styles interact can guide interventions to enhance mental health and academic success among international students.","abstract_has_math":false,"creators":["Osei, Rhoda Asabea"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["LaFreniere, Jenna","Shpeer, Maria","Hughes, Patrick"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-05","date_published":"2025-05","updated_at":"2026-07-27T21:19:11Z","subjects":["International students","social support","loneliness","attachment styles","mental"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2346/102313","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["LaFreniere, Jenna","Shpeer, Maria","Hughes, Patrick"]},{"key":"dc:creator","label":"Author","values":["Osei, Rhoda Asabea"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-02-19T18:50:31Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-05"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["International students","social support","loneliness","attachment styles","mental"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2346/102313"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2346/102313"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Globalization has increased the number of students studying abroad, offering cultural and academic growth opportunities. Loneliness is a prevalent issue among international students, arising from cultural and language differences as well as the absence of familiar social networks, which can negatively affect their mental health and academic progress. Social support can act as a protective factor against loneliness, yet its effectiveness is influenced by individual attachment styles. This research examines the connection between social support, loneliness, and adult attachment styles among international students. Employing a quantitative research approach, data were gathered from 102 international students using surveys assessing social support satisfaction, attachment styles, and loneliness. The study's results show a significant negative correlation between social support satisfaction and loneliness, implying that students with greater satisfaction in their social support report lower loneliness. Securely attached students experience the least loneliness, whereas those with avoidant and ambivalent attachment styles report higher levels. The research reveals that attachment style does not have a notable effect on social support satisfaction. However, gender differences are evident, as female international students report higher loneliness levels than male students, even though their social support satisfaction remains similar. It is imperative that higher education institutions prioritize the development of an inclusive and supportive environment for international students with insecure attachment patterns. Social inclusion initiatives, culturally responsive counseling, and peer mentorship programs can all enhance the well- being of students. Understanding how social support, loneliness, and attachment styles interact can guide interventions to enhance mental health and academic success among international students."]},{"key":"dc:title","label":"Title","values":["The Relationship Between the Communication of Social Support, Loneliness, And Adult Attachment Styles Among International Students"]}]}],"canonical_facts":{"dc:contributor":["LaFreniere, Jenna","Shpeer, Maria","Hughes, Patrick"],"dc:creator":["Osei, Rhoda Asabea"],"dc:date.accessioned":["2026-02-19T18:50:31Z"],"dc:date.issued":["2025-05"],"dc:description.abstract":["Globalization has increased the number of students studying abroad, offering cultural and academic growth opportunities. Loneliness is a prevalent issue among international students, arising from cultural and language differences as well as the absence of familiar social networks, which can negatively affect their mental health and academic progress. Social support can act as a protective factor against loneliness, yet its effectiveness is influenced by individual attachment styles. This research examines the connection between social support, loneliness, and adult attachment styles among international students. Employing a quantitative research approach, data were gathered from 102 international students using surveys assessing social support satisfaction, attachment styles, and loneliness. The study's results show a significant negative correlation between social support satisfaction and loneliness, implying that students with greater satisfaction in their social support report lower loneliness. Securely attached students experience the least loneliness, whereas those with avoidant and ambivalent attachment styles report higher levels. The research reveals that attachment style does not have a notable effect on social support satisfaction. However, gender differences are evident, as female international students report higher loneliness levels than male students, even though their social support satisfaction remains similar. It is imperative that higher education institutions prioritize the development of an inclusive and supportive environment for international students with insecure attachment patterns. Social inclusion initiatives, culturally responsive counseling, and peer mentorship programs can all enhance the well- being of students. Understanding how social support, loneliness, and attachment styles interact can guide interventions to enhance mental health and academic success among international students."],"dc:identifier":["https://hdl.handle.net/2346/102313"],"dc:identifier.uri":["https://hdl.handle.net/2346/102313"],"dc:language":["English"],"dc:subject":["International students","social support","loneliness","attachment styles","mental"],"dc:title":["The Relationship Between the Communication of Social Support, Loneliness, And Adult Attachment Styles Among International Students"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T21:19:11Z"}