This small mixed methods study examined the concept of multidimensional student inclusion, which related to international students' mental health and educational outcomes. Data was collected from 48 undergraduate international students (64.6% female, Mage = 21.6 years). Combining across the qualitative and quantitative components of this study, there were two levels of inclusion to consider (systems-level and interactional-level inclusion), in addition to the three dimensions of inclusion: functional and physical inclusion at the systems-level and relational inclusion at the interactional level. Functional inclusion specifically, bore clear relationships with mental health and educational outcomes. The results also suggest that rather than a language or cultural barrier, a conversational barrier exists between international and home students, the implications of which are discussed.
|Publication status||Published - 2023|
|Event||The American Educational Research Association (AERA) Annual Conference - Chicago, United States|
Duration: 13 Apr 2023 → 16 Apr 2023
|Conference||The American Educational Research Association (AERA) Annual Conference|
|Period||13/04/23 → 16/04/23|