THE ATTACHMENT STYLE AND EMOTIONAL
EXPERIENCE OF UNIVERSITY FOREIGN STUDENTS OF THE UNIVERSITY OF MESSINA

O ESTILO DE APEGO E A
EXPERIÊNCIA EMOCIONAL DE ESTUDANTES ESTRANGEIROS DA UNIVERSIDADE DE
MESSINA

RESUMO

Este
trabalho relata a pesquisa que foi objeto da tese de mestrado de um estudante
brasileiro, formado pela Universidade de Messina em Psicologia Clínica e
da Saúde no Ciclo de Vida - A. A. 2018/2019. Estudar no exterior
não é uma escolha simples. Os estudantes que decidem enfrentar
esse tipo de experiência encontram grandes desafios cognitivos,
físicos e pessoais. Esse tipo de mudança pode expor o aluno à
vulnerabilidade emocional, favorecendo o surgimento de dificuldades, como
gerenciar tarefas diárias, lidar com a carga de estudos, exames e gestão
do dinheiro (FORBES-MEWETT; SAWYER, 2016). O objetivo da pesquisa foi examinar
a relação entre estilo de apego e experiência emocional em uma
amostra de estudantes universitários estrangeiros; especificamente sintomas
relacionados à ansiedade de separação e sintomas depressivos.
O estudo envolveu 80 estudantes estrangeiros da Universidade de Messina
matriculados em um curso de três anos; mestrado ou doutorado. Os participantes
responderam a um questionário estruturado relacionado à experiência
de estudar no exterior, um instrumento que verificava o estilo de apego (Revised attachment scale for adults - Version for close relationships, Collins,
1996); um instrumento que avaliava a presença de sintomas de ansiedade (Measure of severity
for separation anxiety disorder – adult, APA,
2013) e um instrumento para verificar a presença de sintomas de
depressão (Beck DepressionoInventoryoII, Beck, Steer
e Brown, 1967). Os resultados desta pesquisa oferecem ideias para melhorar os serviços
oferecidos aos estudantes estrangeiros, a fim de incentivar a integração
na Universidade de Messina e o bom resultado dos estudos.

Palavras-chave: Apego. Estudantes
estrangeiros. Ansiedade. Depressão.

Abstract

This work reports the research that was the subject of
the master's thesis of a Brazilian student, graduated from the University of
Messina in Clinical and Health Psychology in the Life Cycle - A. A. 2018/2019.
Studying abroad is not a simple choice. Students who decide to face this type
of experience undergo great cognitive, physical and personal challenges. This
type of change can expose the student to emotional vulnerability, favoring the
onset of difficulties such as managing daily tasks, coping with the load of
studies, exams and money management (Forbes-Mewett &
Sawyer, 2016). The objective of the research was to examine the relationship
between attachment style and emotional experience in a sample of  university foreign
students; specifically symptoms related to separation anxiety and depressive
symptoms. The study involved 80 foreign students enrolled at the University of
Messina in a three-year degree course; master degree or Ph.D. Participants
answered a structured questionnaire related to their experience of studying
abroad, as well as an instrument that checked the attachment style (Revised
attachment scale for adults - Version for close relationships, Collins, 1996);
an instrument that assessed the presence of anxiety symptoms (Measure of
severity for separation anxiety disorder - adult, APA, 2013) and an instrument
to verify the presence of depression symptoms (Beck Depression Inventory –
II, Beck, Steer e Brown, 1967).
The results of this research offer ideas for improving the services offered to
foreign students, in order to encourage integration at the University of
Messina and the successful outcome of studies.

Keywords:oAttachment.oForeignostudents.oAnxiety.oDepression.

___________________________________________________________________________

INTRODUCTION

The advent of
globalization, every decade more pronounced, has had strong repercussions on
the labor market and consequently on the personal life of workers and
inevitably on their professional career paths. Global economic changes have
prompted many countries, such as the United States, Australia, Japan and EU
countries, to encourage students to leave their country of origin and acquire
different types of knowledge, not only technical, but also of life in a faraway
place, living firsthand in another culture, learning other languages, sharing
one's personal experience with students from other parts of the world (Altbach, 2013).

The global map published in 2013 of the best 500
universities in the world shows a strong concentration of the best universities
located in some specific regions: North America (in particular the eastern and
western coasts of the United States), Europe (in particular the north-western
part), Asia (mainly Japan and China) and some in Oceania (south-eastern
Australia). These regions attract the largest concentration of international
academicians. This ability to attract talent from all over the world on a
highly competitive basis allows these institutions to further strengthen their
capabilities because their ranking enhances their reputation. In this sense,
the current geography could also guide future mobility and there could be a
greater concentration within these regions. Many Asian governments see science
as an integral part of economic growth and, consequently, have developed their
scientific infrastructures. This is especially true for China, South Korea,
Taiwan and Singapore (Altbach, 2013).

According to Wende (2015), the United States is the
country with the largest number of Asian students and academics. Europe as a
whole has benefited much less (except the U.K.) from the absorption of Asian
students as compared to the United States. European mobility is mainly
intra-European (over 90% of student mobility). It is important to pay attention
to how this phenomenon will affect Europe with its aging  population and lack of skills and
opportunities (Altbach, 2013).

According to Alharbi &
Smith (2018), it is estimated that the number of international students
worldwide will reach 8 million by 2020. International students represent a
significant percentage of university enrollments and degree titles.  They also offer many economic and
cultural events to the host country.

Researchers D.C. Wang and Mallinckrodt (2006) say that
many international students complete their studies with few difficulties,
whereas others have difficulties with social integration, problems in daily
activities, homesickness, role conflicts, academic worries, depression,
physiological symptoms and cultural adaptation difficulties.

Forbes-Mewett and Sawyer
(2016) clarify that the health problems of international students are often
aggravated by the stress associated with living away from home in a foreign
environment.

Given these premises, in this work we investigate how
the first link between the child and his caregiver, described by Bowlby (1951)
as an attachment, can affect the experience of these students abroad.

Attachment is a moderately stable trait of personality
that is assumed to have a lasting influence on people's functioning (Fraley
& Brumbaugh 2004).

Many authors (e.g. Ainsworth, 1989; Bretherton, 1985;
Cassidy, Jones & Shaver, 2013; Collins & Feeney, 2013; Hesse, 2016; Mikulincer & Shaver, 2016) have reported that  this bond
accompanies and characterizes individuals for the whole arc of their life, and
in the adult phase, it is usually triggered in moments of high stress, in which
it would seem that the subject tends to behave in accordance with his style of
attachment.

According to Hazan and
Shaver (1987) this response can contribute to the search for functional help in
subjects with a secure attachment style, and conversely with dysfunctional
behaviors in the case of an insecure attachment style (anxious / avoidant).
People with insecure styles of attachment can demonstrate responses ranging
from discomfort to real anxiety and / or depression disorders in different
forms in various stressful situations .

Nielsen and his co-workers (2017) suggest that it is
indispensable to keep the degree of correlation with separation anxiety
disorder and depression in mind.
This is because of the marked coexistence, as well as the difficult
verification existing between the border that places itself in the middle of
these two constructs, both in experimental research and in theoretical
discussion.

For the person suffering from separation anxiety
disorder, every reason or situation that implies a departure (from parents,
husband or wife, close friend, from home, etc.) generates fear and anxiety that
is so significant so as to be limiting in life choices, with even invalidating
results.

On the other hand, with its quite marked
characteristics such as cognitive disabilities and social dysfunctions, it is
estimated that depression will become the leading cause of health loss (apart
from injuries) worldwide by the year 2030 (Dagan, Facompré
& Bernard, 2018).

Gusmão and collaborators (2017) see depression as a chronic
disorder characterized by relapses, with residual symptoms and persistence in
the subcategory of patients. In general, depressed individuals are
characterized by the presence of sad, empty or irritable moods, accompanied by
somatic and cognitive changes that significantly influence the individual's
abilities.

Groh and collaborators (2014) point out that
attachment theory provides an important framework for understanding the
etiology and development of depressive symptoms.

Due to the limited number of studies focusing on the
prospective correlation between attachment and depression, Mikulincer
and Shaver (2016) explained that there is an empirical gap regarding the
alleged impact of insecure attachment in the course of long-term depression. To
do this, they assumed, based on the literature, that insecure attachment has a
greater chance of leading to depression than secure attachment.

The purpose of this thesis is to investigate the
relationship between the attachment style of foreign students of the University
of Messina and the emotional condition experienced by them in terms of
separation anxiety and depression.

OBJECTIVES AND HYPOTHESES

The present research was developed with the intention
of investigating the emotional experience of foreign university students as
they adjust to the new culture. From the literature it emerges that the
phenomenon in question is expanding. Several authors underline the importance of
understanding the specific needs of students studying in countries other than
their own in order to make their study experience truly rich and satisfying,
avoiding trauma or mental distress (Hautasaari,
Yamashita & Kudo; 2017 ).

Based on the
studies described so far, the aim of this paper is to examine the relationship
between the attachment style and the emotional experience due to being a
student abroad in a sample of adult university and foreign students; specifically the symptoms related to separation anxiety and
depressive symptoms are investigated.

Based on the
literature on the subject, it is hypothesized that secure attachment positively
correlates with low separation anxiety and a euthymic humoral state.  The possibility that insecure attachment
positively correlates with a greater level of separation anxiety and depression
is examined at the same time.

METHOD

Participants

The present
study involved a sample of 80 adult subjects, foreign students of the
University of Messina, of which 44 are males (55%) and 36 are females (45%).
25% of participants are aged between 18 and 23; 58.8% between 24 and 29 years;
12.5% are ​​between the ages of 30 and 34 and 3.8% over the age of
35.

As for the
country of origin, 33% of participants come from Vietnam; 12.5% ​​from
Brazil; 54.5% come from other countries in the world (Argentina, Dominican
Republic, Egypt, Ethiopia, Gambia, Ghana, Hanoi, Honduras, India, Indonesia,
Italy, Kosovo, Mexico, Nigeria, Russia, Rwanda, Syria, Damascus, Tunisia,
Turkmenistan, Uganda, Uzbekistan). The only student from Italy (enrolled at the
University of Messina) took part because at the time the research was carried
out he was an exchange student in Ireland. 13.5% are enrolled in a three -year
degree course; 82.5% are pursuing master’s degrees or other post-graduate
degrees and 3.75% are pursuing a research doctorate.

Procedure

The
participants were voluntarily recruited, signing an informed consent in which
the aims of the research were clarified. The administration took place electronically,
using the Google docs platform.  The
tools administered were in English.

Instruments

The following
questionnaires were given to the sample:

·
Checklist on the experience of studying abroad, built ad hoc to investigate the living and
existential conditions of the students, for an exploratory overview of the
group of participants. In particular, the questionnaire investigates the
following areas: the reason for choosing the University of Messina; whether
this was the first experience abroad; satisfaction with the course of study in
comparison with  expectations;
reception of the university secretary, teachers and native colleagues;
scholarships, state of mood regarding the international  study experience; change of mood in the
first 6 months of this experience; whether students would recommend this study
experience in Messina to other colleagues, friends or students in general.

·
Revised Adult Attachment Scale (Collins, 1996) - Close
Relationships Version (RAAS) -a tool that assesses adult attachment style. Three scales can be
distinguished, corresponding to three dimensions of attachment: Close
(proximity), in which proximity comfort and intimacy are evaluated (items 1, 6,
8, 12, 13, 17); Depend (dependency), which measures the need for closeness to
others (items 2, 5, 7, 14, 16, 18); and Anxiety (concern), which assesses the
concern to be left alone and not to be loved (items 3, 4, 9, 10, 11, 15). The
self-report consists of 18 total items, 6 for each dimension. The assignment of
a response on a 5-point Likert scale (1 - not characteristic for me, 5 - very
characteristic for me) is required. Items 2, 7, 8, 12, 13, 16, 17 and 18 are
reverse questions.

·
Severity Measure for Separation Anxiety Disorder
— Adult Includes 10
items that examine the last 7 days based on a scale from 0 (never) to 4
(always). The items focus on separation and thoughts, behaviors and feelings
related to separation anxiety (Craske et al., 2013a,
2013b). The 10 items were structured with reference to the diagnostic criteria
for DSM-5 separation anxiety disorder (APA, 2013).

·
The BDI-II (Beck Depression Inventory - II) (Aaron T. Beck, Steer and Brown, 1996) Beck's
inventory of depression that assesses the subject's mental distress and
depression. It is a self-report tool useful for assessing the severity of
depression, aimed at adults and adolescents, as it detects the presence and
intensity of depressive symptoms in the week preceding the administration.  It contains 21 items on a Likert scale
of 4 points- from 0 (no symptom) to 3 (severe symptoms). It provides a total
score and two scores relative respectively to the somatic-affective area (loss
of interests, loss of energy, changes in sleep and appetite, agitation and
crying, etc.) and the cognitive area (pessimism, guilt, self-criticism, etc.)
typical of depression. The scoring range is from 0 to 63 (Beck et al, 1961).
The authors argue that the frequency and intensity of symptoms are directly
related to the depth of depression.

RESULTS

Data analysis
was performed with the help of the SPSS 0.17 statistical software.

Ø
Results
of the exploratory survey on the participants

From the
analysis of the results it emerged that:

The 78.7% of
the participants reported that it was their first experience, while

21. 3% had
already lived the experience of studying abroad.

The students
reported several reasons why they chose to study at the University of Messina
as reported in below (Graph1):

Graph
1. Reasons why the students chose to study at the
University of Messina.

The
University of Messina was the first choice for 56.2% of subjects; 43.8% on the
contrary had chosen it as a second option.

The majority
of subjects (73.8%) reported being satisfied with the course of study in
reference to their expectations; 26.2% said they were dissatisfied, pointing
out the discrepancy between expectations and experience.

The main
factors of student dissatisfaction refer to: lack of practical activity and
excess of theory, practical uselessness of the theoretical contents,
unsatisfactory study methods and lack of contents in terms of scientific
research.

Graph 2 shows the answers of the students regarding the perceived reception by the
staff assigned to the office of foreign students; the teaching secretary of the
course of study, of the teaching staff and the native colleagues of their
course.

Graph
2. Degree of satisfaction expressed by the students relative
to the office staff, the student secretary, the faculty and the course
colleagues.

Referring to
the overall experience, 65% of participants said they were satisfied with it,
unlike 35% who declared dissatisfaction with their expectations.

53.8% of
students reported being satisfied with their scholarship, unlike the 46.2% who
responded negatively to this question.

Regarding the
general characteristics of one's mood, 10.2% described themselves as anxious;
13.8% a little depressed, 7.8% anxious and depressed; 68.6% thought their mood
was "normal".

Graph 3 shows the percentages relating to the degree of satisfaction with the
study activities and the amount of the scholarship, as a function of the
agreement between expectations and lived experience. As can be seen, a high
percentage of students declare themselves satisfied with their experience at
the University of Messina; in fact, 89% of the interviewees would recommend it
to other colleagues or friends.

Graph
3. Percentages
relating to the degree of satisfaction with the study activities and the amount
of the scholarship

However,
despite the positive experience, 60% of the students reported having perceived
a change in mood over the first 6 months of their stay in a foreign country.

Graph 4 shows the data regarding the mood during the study experience at the
University of Messina:

Graph
4. Mood during the study experience at the University of
Messina.

52.5% replied
that the climate had a strong impact on their mood, while 47.5% replied that
the climatic conditions had no effect on it at all.

Moreover 60%
of the students reported having perceived a change of mood during the first 6
months of study at the University of Messina.

Finally,
88.75% of students recommended the study experience in Messina, calling it
"positive".

Ø
Attachment
Styles, Separation Anxiety and Depressive Symptoms

Table 1 shows the descriptive statistical analysis relating to the group of participants.

Descriptive
Statistics

M

DS

RAAS close

21.46

4.038

RAAS depend

18.28

3.518

RAAS anxiety

14.11

5.739

Separation anxiety

10.60

8.001

BDI-II

7.39

8.908

Table
1. Averages and standard deviation of scores obtained by
participants in the Revised Adult Attachment Scale tests; Severity Measure for
Separation Anxiety Disorder — Adult; Beck's Depression Inventory-II.

As shown in Table 1, which shows the averages and
standard deviations of the scores obtained by the subjects in the Revised Adult
Attachment Scale (RAAS) test, the secure attachment style (proximity) appears
predominant in the sample.

Regarding the
scores of the Severity Measure for Separation Anxiety Disorder — Adult,
7.5% of the participants fall within the “No separation anxiety”
band; 42.5% in the "Slight separation anxiety" range; 42.5% appear as
"Moderate"; 5% "Grave" and 2.5% “Extreme”.

As regards
the scores of the BDI-II test, an average score of 7.39 is recorded, or 73.75%
of the participants have a "normal" mood; 10% are in the "mild
mood disorders" range; 7.5% are in the "borderline clinical
depression", 5% in the "moderate depression"; 2.5% in the
"serious depression" bracket and 1.25% in the "extreme
depression" bracket.

It was
considered important to investigate the relationship between the attachment
style, separation anxiety and depression of the present sample by highlighting
the statistically significant correlations (table 2).

Pearson
Correlation

1

2

3

4

5

6

7

8

1-RAAS Close

1

2-RAAS Depend

.487**

1

3-RAAS Anxiety

-.450**

-.533**

1

4-Adult Separation Anxiety

-.225*

-.170

.348**

1

5-BDI-II

-.205

-.202

.358**

.242*

1

**. The correlation is significant at the 0.01 level
(2-code).

*. The correlation is significant at the 0.05 level
(2-code)

a. Listwise N=80

Table
2. Pearson Correlation of average scores in Adult
Attachment Scale- Revised tests; Severity Measure for Separation Anxiety
Disorder — Adult; Beck's Depression Inventory-II.

From the
analysis carried out, a significant negative correlation is noted between
separation anxiety and secure attachment (r = -, 225; p = 0.05), meaning that
the increase in separation anxiety decreases the level of secure attachment
(closeness). There is also a significant positive correlation between depressed
mood and insecure-anxious attachment (r =. 358; p = 0.01) and separation
anxiety (r =. 242; p = 0.01). Increasing the score on the depression scale
increases the score in the subscale of the insecure-anxious attachment and the
Separation Anxiety scale.

DISCUSSION

The present
thesis work was created with the aim of investigating whether there are any
relations between the style of attachment of foreign students attending the
University of Messina and the emotional experience of the students in relation
to the study.

This was the
first experience for many of the students as reported on the checklist.

The main
reason reported about why they chose to study at the University of Messina was
that they wanted to have an experience abroad and this was the perfect
opportunity for them.

The
University of Messina was the first choice for more than half of the subjects.

The majority
of participants reported being satisfied with the course of study in terms of
their expectations.

The main
factors of dissatisfaction of the students refer to: lack of practical activity
and excess of theory, practical uselessness of the theoretical contents,
unsatisfactory study methods and lacking contents in terms of scientific
research.

Compared to
the reception by the staff in charge of the foreign students
office, the instructional secretary of the course of study, the reception of
the teaching staff and the native colleagues of the course, most of the
students replied that they had received a good
welcome. Referring to the experience lived as a whole, most
participants stated that they were satisfied with it.

Just over
half of the students reported being satisfied with their scholarship.

Regarding the
mood during the foreign study experience, although some students reported some
emotional distress, the majority described a "normal" mood.

Furthermore,
a large part of the students reported having perceived a change of mood during
the first 6 months of study at the University of Messina.

Finally,
students generally recommend the study experience in Messina, calling it
"positive".

From the
correlational analysis there emerged the existence of a negative relationship
between separation anxiety and secure attachment (closeness), this means that
those who present a secure type of attachment tend to experience a lower degree
of separation anxiety.

Instead, a
significant positive relationship between depressed mood, anxiety symptoms and separation
anxiety has been found, suggesting that those experiencing high levels of
depression also have greater symptoms of anxiety and separation anxiety as
adults.

Experiencing
high levels of depression, on the other hand, appears to be related to an anxious,
insecure style of attachment and higher levels of adult separation anxiety.

The student's
anxious attachment can be considered a predictor of depressive symptoms during
academic life.

The small
size of the sample and its heterogeneity are the limits of this study. In
future studies it would be useful to broaden the sample and extend the research
to other universities in the Sicily region or nationally, in order to increase
the data on the topic "foreign university students" in Italy. The
evaluation of other variables such as resilience, coping skills, well-being,
etc., would also be useful, which in the current literature appears to be
particularly limited.

As far as the
strengths of this study are concerned, it can be said that it made a positive
and scientific contribution to shedding light on some important phenomena
concerning the emotional experience of foreign students at the University of
Messina.

The practical
findings of this work were to bring back useful and functional information
about the emotional experience of foreign students of the University of
Messina.  Greater attention must be
paid to these students in terms of assistance and prevention in the areas of
mental health and psychological reception.

CONCLUSIONS

The results
of this short survey offer ideas for the improvement of the services offered to
foreign students, in order to encourage integration at the University of
Messina and the successful outcome of studies. Specifically, with regard to the
emotional vulnerability that characterizes the majority of students studying
abroad, it would be appropriate to organize reception days, involving the
psychologists of the Ce.R.I.P. and the staff of the
C.O.P., as well as that of the Internationalization Office; in addition, it
would be desirable to assign tutors to support study and bureaucratic
activities, which can support students during their stay at the University of
Messina, reducing the negative impact that detachment from families and their
countries of origin could exert as well as the change in lifestyle and poor
linguistic and cultural expertise.

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