Exploring the relationship between homesickness and academic performance in Saudi students at Liverpool John Moores University

Abstract

This research explored the multifaceted phenomenon of homesickness among Saudi students at Liverpool John Moores University (LJMU) and its impact on their academic performance, social integration, and coping strategies. Utilizing a comprehensive questionnaire answered by 39 Saudi students, the research gained insights into demographics, frequency, and aspects of homesickness, coping mechanisms, physical symptoms, and its overall impact on academic engagement and satisfaction. The demographic analysis revealed a diverse student body with a broad age range, a higher proportion of male students, and varying levels of English language proficiency. The majority of the participants were enrolled in undergraduate programs, with many reporting having no family or dependents accompanying them in the UK.

The results indicated that homesickness is a prevalent issue, with over half of the students (51.2%) experiencing it frequently. The aspects of home missed the most included family (79.5%), as well as friends, food, and cultural practices, highlighting the emotional and cultural disconnection experienced while studying abroad. In terms of coping strategies, maintaining contact with family and friends back home emerged as the most common mechanism, followed by engaging with local Saudi or international communities and participating in cultural or religious events. The study also identified physical symptoms attributed to homesickness, such as changes in appetite and sleep disturbances, indicating the physiological impact of emotional distress. Academically, while many students expressed satisfaction with their academic progress, a considerable number acknowledged that homesickness negatively affected various aspects of their academic life. This included decreased motivation to continue studies, reluctance to attend lectures, hindered participation in class discussions, delays in completing assignments, and reduced engagement in academic-related activities. Nonetheless, the study also highlighted a mixed pattern of seeking help from tutors, with some students actively seeking support while others showed hesitance, possibly due to cultural barriers or fear of stigmatization.

The research highlighted the significant impact of homesickness on the academic and social experiences of Saudi students at LJMU, emphasizing the need for targeted support services that address both the academic and emotional challenges faced by international students. The findings advocate for the implementation of comprehensive support mechanisms, including peer mentoring, cultural assimilation programs, and counselling services, to mitigate the effects of homesickness and promote academic success and well-being among international students. Future research should explore the long-term effects of homesickness and the efficacy of specific interventions in enhancing the academic and social integration of international students.