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The Role of Social Identities in the Mental Health, Well-Being And 1 The role of social identities in the mental health, well-being and academic performance of international students: An application of the Social Identity Model of Identity Change Nikole Wing Ka Ng Bachelor of Arts (Psychology and Media & Communications) Graduate Certificate in Marketing Master of Arts in Applied Psychology A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2018 School of Psychology 2 Abstract International students typically face a range of challenges from the time they leave their home country, which includes the need to adapt to a new culture and norms and to a new educational landscape. Due to their unfamiliarity with local culture and language barrier, the stress of adjustment often leads them to feel lonely, socially isolated and homesick. However, the Social Identity Model of Identity Change (SIMIC) model suggests that during life transitions, an individual’s group memberships and associated social identities can buffer people from these negative effects of life change. This thesis presents three studies that explore the contribution of social identity change to the academic performance, retention, mental health and well-being of international students who have left their home country and moved to Australia to pursue tertiary education. To explore the relevance of SIMIC for international students’ transition to studying overseas, the first study reports the findings from semi-structured interviews conducted with 15 international students attending an Australian university. Thematic analysis undertaken provided support for the relevance of SIMIC’s new group membership and maintained group membership pathways in the transition, and revealed a number of associated factors that acted as either facilitators (e.g., a host family that supported community integration) or barriers (e.g., experiencing culture shock) to successful adjustment in the face of social identity change. The second study is a longitudinal investigation of 210 international students studying in a Foundation Year programme in a large Australian university across three time points over the course of one year. Consistent with SIMIC, this found that social identity variables predicted (a) higher academic performance, (b) better mental health and (c) better well-being outcomes. Maintained group membership also indirectly improved student retention across time. The final study builds on the previous two to explore the feasibility of a four-module manualized program, GROUPS 4 HEALTH for International Students (G4H-IS), adapted from the evidence based intervention GROUPS 4 HEALTH and developed specifically for international students to increase social connectedness by building group-based social identifications through an in-vivo group experience. The G4H-IS program was delivered to a group of international students (N=123) from an international college. New group membership and maintained group membership resulted in reduction in depression, improved life satisfaction and self-esteem over time. However, there was limited evidence that G4H-IS directly affected these outcomes. Nevertheless, feedback from facilitators and participants pointed to ways in which the program might be improved before conducting further trials. Together, the various components of the present thesis point to the ways in which social identity mechanisms impact on identity change in the course of the life transition that international 3 students undergo when moving overseas to study. Findings from the three studies corroborate previous research in showing how maintained and new group membership support health and well- being outcomes, and this thesis provides novel insights into the capacity for these processes to also affect academic performance and drop out. Theoretical and practical implications are discussed, as well as directions for future research. 4 Declaration by author This thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis. I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, adaptation and delivery of the G4H-IS programme and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my research higher degree candidature and does not include a substantial part of work that has been submitted to qualify for the award of any other degree or diploma in any university or other tertiary institution. I have clearly stated which parts of my thesis, if any, have been submitted to qualify for another award. I acknowledge that an electronic copy of my thesis must be lodged with the University Library and, subject to the policy and procedures of The University of Queensland, the thesis be made available for research and study in accordance with the Copyright Act 1968 unless a period of embargo has been approved by the Dean of the Graduate School. I acknowledge that copyright of all material contained in my thesis resides with the copyright holder(s) of that material. Where appropriate I have obtained copyright permission from the copyright holder to reproduce material in this thesis. 5 Publications during candidature Journal Publications Ng, N. W. K., Haslam, S. A., Haslam, C., & Cruwys, T. (2018). “How can you make friends if you don’t know who you are?” A qualitative examination of international students’ experience informed by the Social Identity Model of Identity Change. Journal of Community and Applied Social Psychology, 28, 169-187. doi: 10.1002/casp.2349 Ng, N. W. K., Haslam, S. A., Haslam, C., & Cruwys, T. (under review). Identity continuity protects international students’ academic performance, retention, and life satisfaction: A longitudinal examination of the Social Identity Model of Identity Change. Applied Psychology: An International Review. Non-academic Publications: Ng, N. W. K., Haslam, C., Cruwys, T., Haslam, S. A., & Bentley, S. (2016). GROUPS 4 HEALTH international student edition workbook. The University of Queensland, Australia: Centre for Health Outcomes, Innovation and Clinical Education. Ng, N. W. K., Haslam, C., Cruwys, T., Haslam, S. A., & Bentley, S. (2016). GROUPS 4 HEALTH international student edition facilitator’s manual. The University of Queensland, Australia: Centre for Health Outcomes, Innovation and Clinical Education. Publications included in this thesis Ng, N. W. K., Haslam, S. A., Haslam, C., & Cruwys, T. (2018). “How can you make friends if you don’t know who you are?” A qualitative examination of international students’ experience informed by the Social Identity Model of Identity Change. Journal of Community and Applied Social Psychology, 28, 169-187. doi: 10.1002/casp.2349. Incorporated as Chapter 3 Contributor Statement of contribution Ng, N. W. K. Conception and design (40%) Analysis and interpretation (50%) Drafting and production (50%) Haslam, S. A. Conception and design (20%) Analysis and interpretation (20%) Drafting and production (20%) 6 Haslam, C. Conception and design (20%) Analysis and interpretation (20%) Drafting and production (20%) Cruwys, T. Conception and design (20%) Analysis and interpretation (10%) Drafting and production (10%) Ng, N. W. K., Haslam, S. A., Haslam, C., & Cruwys, T. (under review). Identity continuity protects international students’ academic performance, retention, and life satisfaction: A longitudinal examination of the Social Identity Model of Identity Change. Applied Psychology: An International Review. - Incorporated as Chapter 4 Contributor Statement of contribution Ng, N. W. K. Conception and design (40%) Analysis and interpretation (55%) Drafting and production (50%) Haslam, S. A. Conception and design (20%) Analysis and interpretation (10%) Drafting and production (20%) Haslam, C. Conception and design (20%) Analysis and interpretation (10%) Drafting and production (10%) Cruwys, T. Conception and design (20%) Analysis and interpretation (25%) Drafting and production (20%) 7 Contributions by others to the thesis Professor Alex Haslam (Principal advisor), Professor Catherine Haslam (Associate advisor) and Dr Tegan Cruwys (Associate advisor) provided guidance in designing the studies, adaptation and development of the G4H-IS program, interpreting and analysing the data, and reviewed all manuscripts and thesis drafts. Ms Sarah Bentley assisted with reviewing the GROUPS 4 HEALTH-For International Students (G4H-IS) facilitator’s manual and workbook and facilitated the G4H-IS workshops (Study 3). Ms Melissa Chang and Ms Taraneh Motakef also facilitated the running of the G4H-IS workshops (Study 3). Statement of parts of the thesis submitted to qualify for the award of another degree None. 8 Acknowledgements I would like to express my gratitude to the following people. Without them, my PhD thesis would not be made possible: • To my supervisors, Alex, Catherine and Tegan, thank you for your patience and guidance throughout these past 3.5 years. Especially for all the weekends and late nights you have put in to provide feedback on my papers and your emails of encouragement during the toughest hours. • To my husband, Ben, who is always beside me no matter how hard life gets, for walking
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