
Keywords
Stress, coping, International students, Canada
Abstract
Abstract
This major paper explores the adaptive and maladaptive coping strategies employed by international students in Canadian universities, particularly in Ontario, to navigate academic and cultural challenges. The researcher aims to expand the understanding of how these students adapt to academic burden, with a focus on their coping resources and strategies for positive adaptation. Key themes identified through a literature review include social and psychological support, managing culture shock, understanding Canadian pedagogy, and various coping mechanisms. Additionally, the study examines the academic support services, non-academic resources, and recreational opportunities available at the University of Windsor which helped cope better. The findings highlight that university provide instrumental support to help international students cope, which aligns with prior research. Traditional coping models, such as those proposed by Lazarus and Folkman, alongside culturally relevant frameworks by Dutton,2011 were integral to understanding students' experiences. The paper emphasizes the importance of holistic wellness strategies and culturally adaptive pedagogical practices to better equip international students with the tools necessary to overcome academic and life challenges in Canada.
Primary Advisor
Dr James Oloo
Co-Advisor
Dr Sirous Tabrizi
Program Reader
Dr James Oloo
Degree Name
Master of Education
Department
Education
Document Type
Major Research Paper
Convocation Year
2025
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Leadership Commons, Educational Psychology Commons, International and Comparative Education Commons