Abstract:
International students generally face unique challenges when studying at university because they have to live in a country that may be completely different to what they are familiar with (Evivie, 2009; Goyol, 2002; Mudhovozi, 2011; Murara, 2011; Zar, 2009). International students in South Africa may face another challenge of being discriminated against by those who hold xenophobic attitudes, this depending on which country they grew up in because of the perception that students from African countries take away limited resources from South African students (Evivie, 2009; Murara, 2011; Weber, 2016; Zar, 2009). These challenges are likely to lead to difficult emotions such as frustration, fear and loneliness, which may likely impact their well-being (Evivie, 2009; Goyol, 2002; Zar,). However, there are resources and strategies in place that the international students can and do utilise in order to protect them against the emotional impact of these experiences (Evivie, 2009; Mudhovozi, 2011). These resources and strategies may come from the international students’ inner world or in their outer environment and they are likely to build and maintain resilience in the international student which may possibly contribute to their on-going well-being (Kumar & Singh, 2014; Masteen & Reed, 2005). Well-being lies at the core of positive psychology and resilience is considered a good indicator of well-being (Pawelski, 2016; Kumar & Singh, 2014; Masteen & Reed, 2005; Seligman, 2011). Although the literature speaks of the experiences of international students and their emotional impact, there is little exploration on these resources that serve as a protector against them and, in turn, positively contribute towards well-being. This study aimed to do so through the positive psychology lens, adopting the qualitative approach and using phenomenology to explore their experiences and understanding of their resilience and its contribution to their well-being. Three participants were interviewed and the data was analysed using the Interpretative Phenomenological Analysis procedure. The results show how the international students utilise a wide range of inner and outer resources that speak to their resilience and positively contribute to their on-going well-being, while living and studying in South Africa.
