ArticleFrontiers in psychiatry2023
The relationship between faculty interactions, sense of belonging, and academic stress: a comparative study of the post-COVID-19 college life of Korean and international graduate students in South Korea.
Article in Frontiers in psychiatry, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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2 citing papers in PubMed, 5 citations in OpenAlex.
- "Burying the proud part of my body": a Chinese student-athlete's autoethnography from concussion recovery to role exit.Frontiers in sports and active living · 2026Article
- Development and validation of the BASE-66 inventory for comprehensive academic stress measurement.PloS one · 2026Article
Corrections and comments
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Authors and funding
4 authors at 3 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective: Rapid changes in post-COVID-19 higher education have increased students' academic stress. This study focused on graduate students' academic stress in South Korea and compared the results for Korean graduate students and those for international graduate students. Method: Using the online survey results, the study verified the relationships between faculty interactions, a sense of belonging, and academic stress among Korean and international graduate students using a mediating effects analysis and a multigroup path analysis. Results: The results were as follows. First, Korean students experienced greater academic stress, faculty interactions, and a sense of belonging, but no statistically significant difference was observed. Second, a sense of belonging had a mediating effect on the relationship between faculty interactions and academic stress. Unlike in previous studies, all paths were found to be statistically significant. Faculty interactions had a negative effect on academic stress and a positive effect on a sense of belonging. A sense of belonging had a negative effect on academic stress. Third, the comparison of Korean and international graduate students showed that international students had a greater effect of faculty interactions on academic stress. Conclusion: Through these results, we explored the post-COVID-19 academic lives of Korean and international graduate students in South Korea and built grounds for effective interventions for alleviating academic stress.
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