Faculty Support and Belonging among International Students: Chain Mediation of Perceived Campus Climate and Self-Efficacy
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| Title: | Faculty Support and Belonging among International Students: Chain Mediation of Perceived Campus Climate and Self-Efficacy |
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| Language: | English |
| Authors: | Hadi Samadieh (ORCID |
| Source: | Journal of International Students. 2026 16(4):213-233. |
| Availability: | Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Students, Student Adjustment, College Students, Sense of Belonging, College Faculty, Teacher Influence, Teacher Role, College Environment, Foreign Countries, Self Efficacy, Teacher Student Relationship, Student Attitudes |
| Geographic Terms: | Iran, Afghanistan |
| ISSN: | 2162-3104 2166-3750 |
| Abstract: | This study examined how faculty support influences international students' sense of belonging, with a focus on the mediating roles of perceived campus climate and self-efficacy. A total of 512 international students at four public universities in Iran completed online questionnaires. Using Hayes' PROCESS Model 6, the results showed that faculty support was positively associated with perceived campus climate, which, in turn, predicted students' sense of belonging. However, the direct effect of faculty support on belonging and the indirect effect through self-efficacy alone, were not statistically significant. Although campus climate was positively associated with self-efficacy, full mediation was not supported. These findings highlight the key role of a supportive campus climate in enhancing international students' sense of belonging, whereas self-efficacy plays a less central role. This study emphasizes the importance of institutional and interpersonal factors in promoting the socioemotional integration of international students in higher education. [Note: The page range (213-234) shown on the PDF is incorrect. The correct page range is 213-233.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502332 |
| Database: | ERIC |
| Abstract: | This study examined how faculty support influences international students' sense of belonging, with a focus on the mediating roles of perceived campus climate and self-efficacy. A total of 512 international students at four public universities in Iran completed online questionnaires. Using Hayes' PROCESS Model 6, the results showed that faculty support was positively associated with perceived campus climate, which, in turn, predicted students' sense of belonging. However, the direct effect of faculty support on belonging and the indirect effect through self-efficacy alone, were not statistically significant. Although campus climate was positively associated with self-efficacy, full mediation was not supported. These findings highlight the key role of a supportive campus climate in enhancing international students' sense of belonging, whereas self-efficacy plays a less central role. This study emphasizes the importance of institutional and interpersonal factors in promoting the socioemotional integration of international students in higher education. [Note: The page range (213-234) shown on the PDF is incorrect. The correct page range is 213-233.] |
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| ISSN: | 2162-3104 2166-3750 |
