Multidimensional student inclusion and implications for international university students’ mental health and educational outcomes

Nadia Jessop; Karisha Kimone George; Lin Zhang

Multidimensional student inclusion and implications for international university students’ mental health and educational outcomes

Nadia Jessop^*, Karisha Kimone George, Lin Zhang

^*Corresponding author for this work

Research output: Contribution to conference › Paper › peer-review

Abstract

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.

Original language	English
Publication status	Published - 2023
Event	The American Educational Research Association (AERA) Annual Conference - Chicago, United States Duration: 13 Apr 2023 → 16 Apr 2023

Conference

Conference	The American Educational Research Association (AERA) Annual Conference
Country/Territory	United States
City	Chicago
Period	13/04/23 → 16/04/23

Access to Document

https://aera23-aera.ipostersessions.com/Default.aspx?s=15-5B-22-D0-9E-49-31-34-A0-DA-9A-0E-D3-7F-83-E7

Cite this

Jessop, N., George, K. K., & Zhang, L. (2023). Multidimensional student inclusion and implications for international university students’ mental health and educational outcomes. Paper presented at The American Educational Research Association (AERA) Annual Conference, Chicago, United States. https://aera23-aera.ipostersessions.com/Default.aspx?s=15-5B-22-D0-9E-49-31-34-A0-DA-9A-0E-D3-7F-83-E7

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title = "Multidimensional student inclusion and implications for international university students{\textquoteright} mental health and educational outcomes",

abstract = "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.",

author = "Nadia Jessop and George, {Karisha Kimone} and Lin Zhang",

year = "2023",

language = "English",

note = "The American Educational Research Association (AERA) Annual Conference ; Conference date: 13-04-2023 Through 16-04-2023",

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Jessop, N, George, KK & Zhang, L 2023, 'Multidimensional student inclusion and implications for international university students’ mental health and educational outcomes', Paper presented at The American Educational Research Association (AERA) Annual Conference, Chicago, United States, 13/04/23 - 16/04/23. <https://aera23-aera.ipostersessions.com/Default.aspx?s=15-5B-22-D0-9E-49-31-34-A0-DA-9A-0E-D3-7F-83-E7>

Multidimensional student inclusion and implications for international university students’ mental health and educational outcomes. / Jessop, Nadia; George, Karisha Kimone; Zhang, Lin.
2023. Paper presented at The American Educational Research Association (AERA) Annual Conference, Chicago, United States.

Research output: Contribution to conference › Paper › peer-review

TY - CONF

T1 - Multidimensional student inclusion and implications for international university students’ mental health and educational outcomes

AU - Jessop, Nadia

AU - George, Karisha Kimone

AU - Zhang, Lin

PY - 2023

Y1 - 2023

N2 - 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.

AB - 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.

M3 - Paper

T2 - The American Educational Research Association (AERA) Annual Conference

Y2 - 13 April 2023 through 16 April 2023

ER -