a growing experience - Student Services - University of Melbourne

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HEALTH AND WELL-BEING OF INTERNATIONAL STUDENTSTable 26Correlations among types of perceived lifestyle balanceItemsD14. I think the balance between studying andother activities in my life is about right.B12. I think the balance between the time I spendwith others and the time I spend alone is aboutright.D5. My diet provides a balance of carbohydrates(eg. rice, noodles, bread), proteins (eg. eggs, meat,fish, chicken), vegetables, fruits and dairyproducts (eg. milk, yoghurt, butter).*** Spearman correlations are significant at the .001 level, two-tailed.Study balance(D14)-+0.36***Social balance(B12)-Nutritionalbalance (D5)+0.26*** +0.18*** -Students’ perceptions of lifestyle balance are positively associated with theirperceived levels of connectedness in Melbourne and negatively associated with theirperceived levels of cultural stress. There are significant positive correlations betweenall three types of lifestyle balance and scores on the Connectedness scale andsignificant negative correlations with scores on the Cultural Stress scale. Theassociation between connectedness and lifestyle balance is the stronger of the two.There are also significant negative correlations between each type of lifestyle balanceand the Depression, Anxiety and Stress scales. These correlations are presented inTable 27.Table 27Correlations between Connectedness, Cultural Stress and lifestyle balanceItemsConnectednessscaleCulturalStress scaleDepressionscaleAnxietyscaleD14. I think the balance between studyingand other activities in my life is about right.+0.26*** -0.15*** -0.26*** -0.17*** -0.20***B12. I think the balance between the time Ispend with others and the time I spend aloneis about right.D5. My diet provides a balance ofcarbohydrates (eg. rice, noodles, bread),proteins (eg. eggs, meat, fish, chicken),vegetables, fruits and dairy products (eg.milk, yoghurt, butter).*** Spearman correlations are significant at the .001 level, two-tailed.Stressscale+0.31*** -0.23*** -0.24*** -0.21*** -0.21***+0.24*** -0.15*** -0.24*** -0.16*** -0.19***Few demographic or situational variables differentiate among students’ perceivedlevel of balance between study and other activities. The strongest differentiator isstudents’ perception of their academic progress. Students who feel they are not doingas well academically as expected judge their balance in this area to be significantlyworse than those who feel they are doing as well as or better than expected 144 . Thereis a small but significant difference favouring students who spoke some English whengrowing up 145 and a main effect for faculty 146 , with students enrolled in the MBShaving the lowest rating on item D14 and those from the VCA having the highest,although specific post hoc comparisons for faculty are not significant.Perceived academic progress also differentiates significantly among students’estimation of the level of social balance in their lives. Again, it is the students who144 F(2, 961)=36.37, p
HEALTH AND WELL-BEING OF INTERNATIONAL STUDENTSfeel that they are not doing as well academically as expected who perceivesignificantly less social balance in their lives than those who feel they are doing aswell as or better than expected 147 . There is also a significant difference favouringstudents who spoke some English when growing up 148 and a main effect for countrycategory 149 , with students from countries in the Middle East and North Africa havingthe lowest rating on item B12 and those from European countries having the highest,although specific post hoc comparisons for country category are not significant.More factors are relevant to perceptions of nutritional balance. Once again, perceivedacademic progress differentiates significantly among students’ views of their lifestylebalance, this time in relation to nutrition. Students who see themselves to beachieving better than expected academically have significantly stronger perceptions oftheir nutritional balance than those who feel they are doing as well as expected; thesein turn have a significantly higher rating on item D5 than students who believe theyare doing less well they expected academically 150 . There is a significant main effectfor faculty 151 , with MBS students having the lowest scores on item D5 and studentsfrom the VCA and from Medicine, Dentistry and Health Sciences having the highest,although specific post hoc comparisons for country category are not significant.Several variables differentiate among students’ perceptions of nutritional balance onthe basis of culture: students from Asian countries 152 , students who spoke someEnglish when growing up 153 , students who speak a LOTE when off campus 154 havesignificantly lower scores on item B12 than their counterparts. There is also a maineffect for country category 155 , with lowest scores for students from the Middle Eastand North Africa and also Hong Kong, while students with the highest scores arefrom Latin America, UK/USA/Canada, and European countries, although specificpost hoc comparisons for country category are not significant. Another set ofvariables differentiates level of nutritional balance on the basis of maturity: studentswho are older 156 , partnered 157 , and who are enrolled in postgraduate courses 158 havesignificantly higher levels of nutritional balance than their counterparts.An overview of the factors that differentiate among the different aspects of lifestylebalance focuses attention on the importance of students’ perceived academic progress.In each of the three areas, students who see themselves to be doing less wellacademically than expected have significantly less positive views than others of thelifestyle balance they have achieved. Psychological dimensions are also important instudents’ perceptions of well-being in this area.In order to investigate the variables which act as predictors of lifestyle balance, amultiple linear regression analysis was carried out in one of these areas – theperceived balance between study and other aspects of life. Statistically significant147 F(2,960)=13.75, p
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