Temporal dynamics of international student well-being
Extending self-determination theory in higher education
DOI:
https://doi.org/10.32674/nfbgxg71Keywords:
international students, higher education, well-being, psychological distress, Self-determination theory (SDT), temporal dynamicsAbstract
International student well-being is often examined as a stable outcome, obscuring how experiences fluctuate over time. However, higher education is organized through recurring institutional cycles, including arrival, teaching periods, assessment clusters, and progression points, that shape when demands and support arise. This qualitative study examines how these institutional rhythms influence students’ psychological experiences. Drawing on self-determination theory (SDT), it explores how autonomy, competence, and relatedness are satisfied and frustrated across the academic cycle. Semistructured interviews were conducted with twelve international students studying in the United Kingdom, the United States, and Australia, and the results were analyzed using thematic analysis. The findings identify recurring temporal patterns in well-being and explain them through three mechanisms: phase alignment, accumulation and release, and institutional familiarization. The study shows that institutional calendars shape psychological need satisfaction and frustration, extending SDT by illustrating that psychological needs are organized not only by context but also by institutional time.
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