International Doctoral Students' Sense of Belonging, Mental Toughness, and Psychological Well-Being

Autor/inn/en	Zhang, Shaoan; Li, Chengcheng; Unger, Daniel L.
Titel	International Doctoral Students' Sense of Belonging, Mental Toughness, and Psychological Well-Being
Quelle	In: Journal of Comparative and International Higher Education, 14 (2022) 2, S.138-151 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	Foreign Students; Doctoral Students; Sense of Community; Resilience (Psychology); Well Being; Student Experience; Mentors; Peer Relationship; Teacher Student Relationship; Interpersonal Competence; Student Attitudes + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Well-being; Wellness; Wohlbefinden; Studienerfahrung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonale Kompetenz; Schülerverhalten
Abstract	This study describes international doctoral students' experiences and examines the relationships between their academic goals and psychological well-being and their sense of belonging and mental toughness. We used a multiple case study design based on three international doctoral students enrolled in education programs in the United States. Findings from six interviews about their experiences with their faculty mentors and peers showed that their sense of belonging and mental toughness related to academic goals and psychological well-being. Their sense of belonging impacted their academic goals or psychological well-being based on communication and relationships with their mentors and support from their peers. Also, their mental toughness impacted their academic goals or psychological well-being based on cognition, behavior, and affection. This study calls for faculty mentors and students to communicate early namely at the on-set of their programs and to establish a positive relationship that caters to cultural acculturation, academic success, and sense of belonging. (As Provided).
Anmerkungen	Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01