Effect Of Relationship Between Homesickness And College Perf

effect Of Relationship Between Homesickness And College Performanceal

Experiencing homesickness in college is a common phenomenon, particularly during the initial years of higher education. Many students face emotional distress related to separation from their familiar environment, which can impact their overall well-being and academic success. Homesickness manifests primarily through two factors: distress and separation. Distress arises when students feel emotional pain due to being away from home, while separation refers to the physical distance from familiar surroundings and loved ones. These factors influence various aspects of first-year students’ college experience, including social integration, commitment to academic pursuits, and satisfaction with college life (Krumrei-Mancuso et al., 2013).

The distress component of homesickness can adversely affect students' academic performance. For instance, international students, who often encounter additional cultural and linguistic barriers, may experience heightened levels of homesickness and distress, leading to decreased academic engagement and retention (Harrison & Brower, 2011). Studies reveal that approximately 30% of first-year students report feelings of homesickness primarily due to separation from home (Stroebe et al., 2015). Interestingly, research indicates that the majority of students experiencing separation homesickness also demonstrate high institutional commitment, suggesting that academic engagement might persist despite emotional distress (Sun, 2016).

Peer connections and social activities on campus play a significant role in mitigating homesickness. Strong social bonds and participation in campus life can diminish feelings of distress, thereby enhancing students' overall campus experience. Increased social integration fosters a sense of belonging, which has been linked to lower levels of homesickness and better academic outcomes (Terry, Leary, & Mehta, 2013). Conversely, students lacking social support are more prone to prolonged feelings of homesickness, leading to negative consequences such as decreased motivation, engagement, and academic achievement.

Theoretical frameworks offer insights into understanding homesickness and its impact on college students. Fisher’s composite model of homesickness proposes a dual process for coping with sadness—highlighting emotional regulation and behavioral strategies. The student development theory examines psychological growth and adjustment as students transition into higher education, emphasizing change and adaptation processes (Melzer & Grant, 2016). Additionally, the social cognitive perspective emphasizes the role of personal and environmental factors in predicting homesickness and related behaviors, underscoring the importance of social environment and individual resilience (LoBiondo-Wood et al., 2013).

From a psychological perspective, homesickness has been classified as an adjustment disorder by the American Psychiatric Association, typically resolving within six months unless symptoms persist or worsen. It is a universal experience affecting various age groups, particularly those living away from their familiar environment, such as college students, immigrants, and boarding residents. Homesickness affects routine psychological functioning and physical health, which in turn influence academic performance (Stroebe et al., 2015). The distress caused by being separated from home can lead to impaired concentration, decreased motivation, and ultimately poorer academic outcomes.

Research emphasizes the importance of institutional support and social interventions in addressing homesickness. Encouraging social activities, fostering peer connections, and providing counseling services can help students cope more effectively with homesickness, thereby improving their academic performance and retention rates. Evidence suggests that intervention strategies aimed at enhancing social integration and emotional resilience contribute significantly to reducing homesickness and its negative impact (Sun, 2016).

In conclusion, the relationship between homesickness and college performance is complex and multifaceted. Homesickness, particularly through separation and distress, can hinder academic success by impairing emotional well-being, social integration, and motivation. However, proactive institutional support, strong peer networks, and individual resilience can mitigate these effects. Understanding the psychological underpinnings and implementing supportive strategies are essential for promoting both emotional health and academic achievement among college students.

References

• Harrison, J. K., & Brower, H. H. (2011). The impact of cultural intelligence and psychological hardiness on homesickness among study abroad students. Frontiers: The Interdisciplinary Journal of Study Abroad, 21, 41–62.
• Krumrei-Mancuso, E. J., Newton, F. B., Kim, E., & Wilcox, D. (2013). Psychosocial factors predicting first-year college student success. Journal of College Student Development, 54(3), 321–338.
• LoBiondo-Wood, G., Haber, J., Berry, C., & Yost, J. (2013). Study Guide for Nursing Research-E-Book: Methods and Critical Appraisal for Evidence-Based Practice. Elsevier Health Sciences.
• Melzer, D. K., & Grant, R. M. (2016). Investigating differences in personality traits and academic needs among prepared and underprepared first-year college students. Journal of College Student Development, 57(1), 99–103.
• Stroebe, M., Schut, H., & Nauta, M. (2015). Homesickness: A systematic review of the scientific literature. Review of General Psychology, 19(2), 157–185.
• Sun, J., & Hagedorn, L. S. (2016). Homesickness at college: Its impact on academic performance and retention. Journal of College Student Development, 57(8), 1032–1047.
• Terry, M. L., Leary, M. R., & Mehta, S. (2013). Self-compassion as a buffer against homesickness, depression, and dissatisfaction in the transition to college. Self and Identity, 12(3), 243–263.