Faculty support and belonging among international students

Chain mediation of perceived campus climate and self-efficacy

Authors

DOI:

https://doi.org/10.32674/d5pera67

Keywords:

international students, faculty support, sense of belonging, campus climate, self-efficacy, higher education

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 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’ belonging, while self-efficacy plays a less central role. The study emphasizes the importance of institutional and interpersonal factors in promoting socio-emotional integration of international students in higher education.

Author Biographies

  • Hadi Samadieh, University of Birjand, Iran

    Hadi Samadieh, PhD, is an Assistant Professor in the Department of Psychology at the University of Birjand, Iran. His research interests include student well-being, academic adjustment, and the role of institutional support in higher education. He has collaborated on various interdisciplinary projects to improve campus mental health and student engagement.

  • Mahsa Rashidi, University of Birjand, Iran

    Mahsa Rashidi is a Master’s student in Clinical Psychology at Tabriz University of Medical Sciences, Tabriz, Iran. Her academic interests focus on mental health promotion, therapeutic interventions, and psychosocial support among university students. She is actively engaged in research and clinical training in counseling and psychotherapy settings.

  • Niyayesh Dashtbayazi, University of Birjand, Iran

    Niyayesh Dashtbayazi is a Master’s student in Psychology at the University of Birjand, Iran. Her research focuses on academic motivation, emotional well-being, and students' experiences in higher education contexts. She has participated in research projects involving student adjustment and support services.

  • Zahra Ghanbari, University of Birjand, Iran

    Zahra Ghanbari is a Master’s student in Counseling at Alzahra University, Tehran, Iran. Her scholarly interests include counseling practices, student support, and psychological resilience. She has been involved in research and fieldwork on promoting well-being in educational and community settings.

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2026-02-10

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Samadieh, H., Rashidi, M. ., Dashtbayazi, N. ., & Ghanbari, Z. . (2026). Faculty support and belonging among international students: Chain mediation of perceived campus climate and self-efficacy. Journal of International Students, 16(4), 213-234. https://doi.org/10.32674/d5pera67