Safwan Alhawsawieng 108 Dr. Nicholas Barlow 2022 Homesicknes

Safwan Alhawsawieng 108dr Nicholas Barlow4212022homesickness Among

Write a paper discussing the issue of homesickness among international students, including its causes, effects, and potential interventions. Use scholarly sources to support your discussion, compare different perspectives, and analyze the impact of homesickness on academic and emotional well-being. Include references in APA style.

Paper For Above instruction

Homesickness is a prevalent and pressing concern for international students studying abroad, significantly affecting their academic performance and emotional well-being. As globalization advances, more students venture beyond their home countries seeking educational opportunities, encountering numerous challenges that can induce feelings of longing and distress. This paper explores the causes of homesickness among international university students, examines its effects, and discusses strategies to mitigate its impact, drawing on scholarly research to provide an informed perspective.

Understanding the causes of homesickness begins with recognizing the emotional and cultural dislocation experienced by students in unfamiliar environments. Primary among these causes is loneliness, often stemming from the absence of familial support and established social networks. International students typically arrive in a foreign country without their close friends and family, which can lead to feelings of isolation. Stroebe (2015) describes homesickness as akin to a form of mini-grief, where students mourn the loss of their familiar environment and social ties. The difficulty in establishing new relationships in an unfamiliar setting exacerbates these feelings, especially when language barriers impede communication and forming bonds (Gebregergis, 2018). Language proficiency challenges are significant; students often struggle to express themselves or understand others, leading to frustration and a sense of alienation. Additionally, cultural differences, including unfamiliar foods, social norms, and financial systems, contribute to culture shock, further heightening feelings of homesickness (Thomas, 2020). For instance, dietary adjustments can lead to health issues and dissatisfaction if students cannot find familiar foods, impairing their nutritional intake and energy levels (Ferrara, 2020).

Physical distance also plays a crucial role in homesickness. Ferrara (2020) notes that the greater the geographical separation and the less frequent contact with home, the higher the likelihood of experiencing homesickness. The inability to maintain regular communication due to time zone differences can intensify feelings of disconnection, leaving students feeling unsupported (Billedo, Kerkhof, & Finkenauer, 2020). As such, geographic distance amplifies the emotional distress experienced during the adaptation process.

The effects of homesickness extend beyond emotional discomfort to tangible impacts on academic success. Recognizable signs include anxiety, depression, irritability, reduced motivation, and feelings of not fitting in. Sun, Hagedorn, and Zhang (2016) highlight that these symptoms often lead to decreased class attendance, lower grades, and reluctance to participate in social or extracurricular activities. The mental health repercussions can be severe; persistent homesickness is linked with depression, which in extreme cases, may culminate in suicidal ideation (Kegel, 2009). The academic consequences are intertwined with emotional distress, as lack of motivation and concentration impair learning outcomes.

Addressing homesickness requires targeted interventions aimed at fostering social support and cultural adjustment. Poyrazli and Devonish (2020) suggest that enhancing social networks and facilitating peer connections are effective strategies. Encouraging international students to participate in peer mentoring programs, cultural exchange activities, and intercultural workshops can promote a sense of belonging. Colleges and universities can implement structured orientation programs that include social integration components, helping students build meaningful relationships early in their academic journey. Additionally, counseling services should be culturally sensitive, providing support tailored to specific student backgrounds. Rathakrishnan et al. (2021) emphasize that different cultural groups employ distinct coping strategies, such as forbearance among African students or collectivist approaches among Asian and Latin American students. Recognizing and leveraging these cultural strengths can enhance intervention efficacy.

Practical strategies to combat homesickness also include encouraging students to stay connected with their families and communities at home through regular communication, social media, and sharing cultural traditions. Billedo, Kerkhof, and Finkenauer (2020) found that active engagement with one's cultural roots can alleviate feelings of homesickness while fostering a balanced bicultural identity. Moreover, promoting active engagement in campus life—such as exploring the environment, participating in sports, attending cultural events—can foster a sense of community and belonging, reducing feelings of isolation.

Furthermore, tailored programs catering to specific student subgroups are essential. For instance, Rathakrishnan et al. (2021) recommend designing culturally appropriate support services, considering the unique stressors faced by particular groups. Educational institutions should also educate students about potential challenges early on, setting realistic expectations about adaptation and providing coping tools. Emphasizing resilience and adaptability can empower students to navigate cultural differences more confidently.

In conclusion, homesickness among international students is a multifaceted issue rooted in emotional, cultural, and logistical challenges. Its consequences can significantly impair students' mental health and academic performance. However, through comprehensive support systems—focusing on social integration, cultural sensitivity, and communication—educators and counselors can mitigate its adverse effects. Future research should continue to explore innovative, culturally tailored interventions to support international students' transition and success in their host countries.

References

  • Billedo, C. J., Kerkhof, P., & Finkenauer, C. (2020). More Facebook, less homesick? Investigating the short-term and long-term reciprocal relations of interactions, homesickness, and adjustment among international students. International Journal of Intercultural Relations, 75.
  • Ferrara, T. (2020). Understanding Homesickness: A Review of the Literature. Journal for Leadership and Instruction.
  • Gebregergis, W. T. (2018). Major causes of acculturative stress and their relations with sociodemographic factors and depression among international students. Open Journal of Social Sciences, 6(10), 68-87.
  • Kegel, K. (2009). Homesickness in International College Students. Compelling Counseling Interventions, 67-76.
  • Oghenerhoro, A. A. (2020). Homesickness among International Students in Famagusta, North Cyprus (Master's thesis, Eastern Mediterranean University).
  • Poyrazli, S., & Devonish, O. B. (2020). Cultural Value Orientation, Social Networking Site (SNS) Use, and Homesickness in International Students. International Social Science Review, 96(3), 2.
  • Rathakrishnan, B. A., Bikar Singh, S. S., Kamaluddin, M. R., Ghazali, M. F., Yahaya, A., Mohamed, N. H., & Krishnan, A. R. (2021). Homesickness and socio-cultural adaptation towards perceived stress among international students of a public university in Sabah: an exploration study for social sustainability. Sustainability, 13(9), 4924.
  • Sun, Hagedorn, & Zhang. (2016). Symptoms of Homesickness and Their Identification. Journal of College Student Development.
  • Thomas, D. (2020). Factors that contribute to homesickness among students in Thailand. Kasetsart Journal of Social Sciences, 41(1).
  • Wu, G., Garza, E., & Guzman, A. (2015). International Students’ Experiences of Homesickness: An Overview. International Journal of Educational Advancement.

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