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Primary Research on Positive Aspects of Loneliness Conducted By SAADATULLAH KHAN NIAZI (Master of Marketing) Griffith University, QLD, Australia.

1.0 Introduction: Most of the international students prefer Australia for higher education due to many productive reasons. These students belong from all over the world. According to a survey Australian universities are educating 9% of the world’s cross-border students. In 2004, 228,555 international students were enrolled in Australian universities (Sawir et.al 2007). Australia generates a handsome amount of revenue from international students. In contrast to this international students cope with many difficulties. These difficulties cause academic failures. Most of the international students found themselves in the state of loneliness which is one of the daring challenge. According to (Shin & Abell, 1999) most of the International students experience loneliness when they travel overseas for higher education.

Furthermore this research report will be focusing on as mentioned below in the figure 1.1 on strategies international students use to cope with loneliness, positive aspects of loneliness and causes of loneliness among post graduate qualifying program students of Queensland institute of business and technology (QIBT). The study will examine the above subjects in different aspects critically because loneliness among international student is a significant issue from decades. Secondly the report is furnishing literature review related with international students’ loneliness, methods which are used for data collection, research type, findings, discussion and a precise conclusion.

Figure 1.1 2.0 Literature Review:

Upon arrival to new country, international students experience new demographics, geography, society, culture and attitudes respectively. These attributes give birth to curiosity among researchers that after experiencing these types of attributes what international student feels. Many researches found that these attributes creates certain challenges and the most significant challenge among international student is loneliness. From many decades international students are experiencing loneliness. There have been many researches suggested why international students experiences loneliness and one of the reason is due to the relational deficit in the social circle of individuals (Bekhet, Zauszniewski & Nakhla, 2008). On the other side it can be claimed that international students are found lonely due to shyness and less self confidence. Loneliness among international students is closely related with depression. This literature review will examine the reasons, aspects and effects of loneliness on individuals especially on international students critically. Loneliness is a universal human experience (Copel as cited in Bekhet, Zauszniewski & Nakhla 2008, p. 207), yet it is unique for every individual (Austin as cited in Bekhet, Zauszniewski & Nakhla, 2008, p. 207). Loneliness is unique for every individual and called it is “difficult-to-define” (Killen as cited in Bekhet, Zauszniewski & Nakhla, 2008, p. 208). It is unique in a way that individuals can perceive loneliness normally and in negative manner respectively. Loneliness can be observed as a negative, embarrassing condition, as painful and even dreadful (Killen as cited in Bekhet, Zauszniewski & Nakhla, 2008, p. 208). Loneliness can be experienced by individuals in different stages of life due to diversified type of change in social scenarios because time will not remain the same and individual can identify a vague need for individual or social life when living or feeling high levels of loneliness (Copel as cited in Bekhet, Zauszniewski & Nakhla 2008, p. 207). No individual can claim that he/she never felt lonely or isolated. Loneliness is closely related with depression and similar mood state disruptions (Hojat, Desales-French & Anderson as cited in DiTommaso & Spinner, 1997, p. 418). Loneliness as a term was firstly used by Sigmund Freud in 1939 to claim that invisible structure or emotional set of human beings that can dramatically change in a negative aspect when they experience loneliness or isolation (Freud as cited in Bekhet, Zauszniewski & Nakhla, 2008, p. 208). Years later Sullivan supported and elaborated Freud’s claim. He claimed that all human beings are social animals with a need for contact and that loneliness is the result of this unfulfilled desire (Copel & Sullivan as cited in Bekhet, Zauszniewski & Nakhla, 2008, p. 208). While these negative effects of loneliness are not disputed, perhaps loneliness can have some positive consequences, so it can be claimed in a positive way as compare to above claim that loneliness is golden opportunity for identifying the weaknesses and then converting weaknesses with some extra efforts in to strengths. Weaknesses create room to enhance strengths. One can not generalize research based opinion on the whole society. All human beings are not social animals, some of them love to live alone to enjoy the unlimited privacy and freedom in their own unique style. Sullivan’s claim does not explain why some people choose a life of solitude. There are three types of loneliness which as follows: Existential loneliness is universal type of loneliness which is experienced by all human beings from birth and does not refer to object loss or lack of intimate relationships. This type of loneliness comes under the heading of primary loneliness (Austin cited in Bekhet, Zauszniewski & Nakhla, 2008, p. 208). So under this definition it can be claimed loneliness is part of every human being by birth, so it depends how human beings perceives it either negatively or positively. Pathological loneliness is experienced by intellectually disable, psychotic and schizophrenic patients (Austin as cited in Bekhet, Zauszniewski & Nakhla, 2008, p. 208). These individuals are actually not owned by societies. It is social responsibility of authorities and societies to project these individuals as the most important part of the society. Society individuals should try to intermingle with them and try to communicate with them according to their mental level because as a human being we have a capacity to react according to the need of situation. Psychological loneliness is the more ordinary type of loneliness and mostly experienced by international students because they are out of their home environment and do not have much courage to break the communication ice with the local society. That’s why they negatively evaluate loneliness. Relationship breakdowns, parents, close friends are also included in this type of loneliness. This type of loneliness comes under the heading of secondary loneliness (Carr & Schellenbach as cited in Bekhet, Zauszniewski & Nakhla, 2008, p. 208). Loneliness can be linked with many variables for example negatively and positively related with self esteem, and can be positively related with depression and personality development. Lonely individuals have been found more depressed, hyper and their self esteem levels were founded drastically low (Outellet & Joshi; Ruscue & Skoon as cited in Bekhet, Zauszniewski & Nakhla, 2008, p. 209). Actually beauty lies in the eye of beholder, so in the case of loneliness it totally depends on individual how he or she perceives loneliness if negatively then it can be claimed it is one of the main cause of depression. There are two major reasons of loneliness are as follows: 2.1 Social loneliness: According to Weiss social loneliness is defined as absence of primary and secondary social networks (Weiss as cited in DiTommaso & Spinner, 1997, p. 417). Loneliness in preadolescence and adolescence may be the result of lack of friendship, social acceptance, and intimate exchanges with friend or a loving person (Davis as cited in Bekhet, Zauszniewski & Nakhla, 2008, p. 208). The primary social networks are family, relatives, friends etc. When an individual is not able to develop new friendships and other relations, so he or she misses his/her primary social networks which they were having in the country of origin. Secondary social networks include leisure club members, dinner associations, prayer meetings, class or degree fellows, professional colleagues etc. When individual is not successful to develop new contacts from above mentioned platforms he or she miss old platforms because in old platforms they were having status, importance and say in the society. High levels of frustration and mental illness are observed in the individuals who lack or can not make access to social networks (Weiss as cited in DiTommaso & Spinner, 1997, p. 417). On the other side it can be claimed critically that failures in making new social setups are giving an opportunity to individuals for identifying the weaknesses that why they are not successful in developing new relationships with the locals of the area. 2.2 Emotional loneliness: According to Weiss emotional loneliness occurs when an individual loses very close relationship, to whom an individual was very closely attached (Weiss as cited in DiTommaso & Spinner, 1997, p. 417). This type of loneliness is mostly found in romantic relationships. Such as individuals who were having an affair but they are no longer living together. This can be claim like this when individual is not becoming successful to develop new, good and deep romantic relationship that’s why he or she is misses the old one. 2.3 International student’s experiences loneliness: Since 1784 individuals from all over the world have preferred America for higher education (Hendricks & Skinner as cited in Shin & Abell, 1999, p. 45) and the number of international students increased dramatically since the end of world war II. The excitement and charm of getting a higher education in America creates certain challenges for international students. When they arrive in America they do not have a single minute to spare themselves from these challenges which are enough to indicate their capacity to deal with the worst situations. The main challenges for international students while studying in America are homesickness and loneliness respectively. Some extra ordinary type of positive attitude and skills are required to handle these types of challenges. Furthermore these two challenges can lead international students towards depression (Wehrly as cited in Shin & Abell, 1999, p. 46). These types of challenges can be positively utilized in a way while living alone that why I was born, what is the purpose of my life. While living lonely international student can identify the factors which were over shadowing his or her strengths in the country of origin. Remember to identify your strengths individuals need a platform where none of the social factor is dominating on them, so in this way they can identify strengths, weakness, opportunities and threats in a more effective and efficient way. This platform can be loneliness. Research conducted at south eastern university of America and was mainly focused on homesickness and loneliness among international Chinese and Korean students. Two hundred and one students participated. Most of the students claimed that they experienced high levels of homesickness and loneliness (Shin & Abell, 1999). They claimed they are never owned by local students socially. They also claimed these challenges lead them towards depression and frustration. Australia is also a good country for observing different challenges among international students. According to a survey Australian universities are educating 9% of the world’s cross-border students. In 2004, 228,555 international students were enrolled in Australian universities (Sawir & et.al, 2007). Australia generates a handsome amount of revenue from international students. To study in Australia many students have left their home, families, social networks, and given up citizenship rights which they enjoyed in their country of origin. It is really a huge sacrifice for international students and they face many challenges to get a good quality education from world class institutions. As a result, we would expect international students to experience social loneliness under the flags of primary social loneliness and secondary social loneliness. Most of the international students in Australia found themselves in relational deficit. (Rokach & Brock as cited in Sawir & et.al, 2007, p.4) claimed that loneliness can be managed though never completely prevented among individuals. So one can manage loneliness in productive way or isolated way. The ultimate decision is on international student. If an international student is mentally strong he or she will opt to utilize the period of loneliness in best possible positive way. International students also mentioned language is one of the main barriers to over come isolation and loneliness. For example if a student is studying in Australia and having poor command on English will be ruined by loneliness because he or she is not able to communicate and express his or her expression. Language is a basic tool of verbal communication. The international students who are competent in English by all aspects are having meaningful contacts with the locals of the area and with university administration respectively. Good English speaking international student can make friendships easily as compare to student who having poor English language skills. Most of the international students are found disappointed by the underdevelopment of relationships with local students (Maldonado_Maldonado &Rhoades as cited in Poyrazli, & Lopez, 2007). This is also because of poor language skills. Homesickness and loneliness affects international students in aspects of behaviors, physical health and psychological health (Fisher and Hood as cited in Poyrazli, & Lopez, 2007). International student who feels more homesick and lonely will be having more physical complaints and will always having dull face expressions along poorer mood (Van Tilburg, Vingerhoets, VanHeck and Kirsch Baum, 1999). This insight is come out of primary research.

Many international students faced discrimination in Australia, America and in many other developed countries on the basis of racism (Poyralzi & Lopez, 2007). Racism is harming the identities of international students. Racism is also one of the main reasons which is leading international students towards lower self esteem and higher level of stress (Spears & Branscombe as cited in Poyrazli & Lopez, 2007, p. 267). In this type of case good communication skilled students in English also suffers. According to (Kleinberg & Hull as cited in Poyrazli & Lopez, 2007, p. 268) found in a study that in 11 countries near 70% of the international students experienced discrimination on the basis of racism and the international student who perceived more discrimination feel lonelier. This racial discrimination is also noticed in class participations (Cabrera and Nora cited in Poyrazli & Lopez, 2007, p. 268). Actually racism detaches the international students from local community and that’s why they are compelled to go in the state of isolation and loneliness. On the other side these types of situations can make international students internally strong and also enable to work more efficiently and effectively. These type of situations can give birth to opportunity for international students that how to win the hearts and minds of local students and how to create soft image of themselves and for future international students. 

Older international students perceived more discrimination in USA. The students who reported discrimination also reported homesickness (Poyrazli & Lopez, 2007). Many of the international students delivered their concerns to the higher management of universities and governments but no positive and notable step is taken in this regard to prevent international students from this course of action. Homesickness is negatively related with age (Poyrazli & Lopez, 2007). On the other side the international students who are in early twenties or in late teens suffered more from homesickness as compare to older international students (Poyrazli & Lopez, 2007). Homesickness and loneliness among international students is leading them towards depression. Depression is a serious mental illness. The feeling of depression is same in all over the world but reasons can be different. The students who belong from diverse cultures are more vulnerable because for them there are many challenges including loneliness which can lead them towards depression (USDI; Khawaja and Bryden as cited in Khawaja & Duncanson, 2008). Depression can be productive in away to build constructive skills. If international student wants to become successful he or she has to work in depressed situations. These type of situations will enable them who to solve or overcome the challenges wisely. Depressed type of situations can be fruitful to develop problem solving skills among international students. This review of the literature highlights the negative consequences of loneliness. However, the literature neglects positive consequences of loneliness. Very little research how’s been identified with positive consequences of loneliness. Therefore research needs to be conducted in this area for playing the cassette of loneliness from both sides. Individuals can also analyze situation of loneliness constructively if their will be researches on positive aspects of loneliness. The purpose of research which we will be doing further to find the causes of loneliness, strategies international students use to deal with loneliness and lastly positive consequences of loneliness among post graduate qualifying program students of Queensland institute of business and technology (QIBT) . The further study will examine the above subjects in different aspects critically. 3.0 Methodology: 3.1 Personal Reflection: As I am international student studying in QIBT. I also feel loneliness during my stay here in Australia, but I am utilizing loneliness as a constructive tool as loneliness is providing me a platform to think about my self deeply. I did a lot of brainstorming for writing the personal reflection and details are furnished later in this report. I spent hours for refining and structuring my thoughts which I felt during my stay critically. 3.2 Quantitative Research: This is quantitative type of research because this type of research is used for gathering and analyzing measurable data (Denscombe, 2007). As questionnaire used in this research is focused more on the close ended questions means the information gained from questionnaires is measurable. Most of the results are presented in the finding section are excluded from ordinal type of data because questionnaire contain mostly those questions which can be compared on the basis of category (Denscombe, 2007). 3.3 Participants: Total 29 Questionnaires were distributed among the students of post graduate qualifying program at Queensland Institute of Business and Technology (QIBT). The 93.1% (n=27) of the participants were from Asia. Out of 29 respondents 37.9% (n=11) were male and 62.1% (n=18) were female respectively as mentioned in the figure 3.3.1

Figure 3.3.1 3.4 Research Tools: The results of this research are based on the Questionnaires which were responded by 29 international students. The response rate was 100% and secondly the respondents were very confident and feeling secured while answering the question because they all were told about the purpose of research thoroughly before filling the questionnaires and secondly none of the question were asking about any personal details. Purposive type of sampling was used in this research because in this type of sampling researcher already knows certain things about the specific group like I know most of the post graduate qualifying students at Qibt are living alone or with friends so may be they went through or going through state of loneliness positively or negatively and secondly purposive sampling method is productive for extracting the useful information (Denscombe, 2007). The research questionnaire was divided in to four sections and consisted of 21 questions. Out of 21 questions 19 were close ended and 2 questions were open-ended respectively. Open-ended questions are those questions in which respondent decide the length of an answer, wording of an answer etc (Denscombe, 2007). The benefit of open-ended questions as compare to closed-ended questions is that respondents can present wealthier information along with complexity of views by portraying their opinions into the words (Denscombe, 2007). Close ended questions are those questions in which respondent is confine to furnish the answer from the options provided by researcher and secondly it makes easier for researchers to examine and interpret all the facts, because the information is distinguishable (Denscombe, 2007). Factual based, point of view based, stance based type of information collected from questionnaires. The questionnaire was respondent friendly with simple English for effective results. According to (Denscombe, 2007) questions of questionnaire should design in a way that they should not exasperate and irritate any respondent. 3.5 Content of questionnaire: The first section of the questionnaire was focused on demographics as demographic factor is considered as upbringing knowledge to describe the dilemma from all aspect in process of research (Denscombe, 2007). Demographic factors may cause loneliness among international students and secondly the international students who evaluated loneliness positively may be much determined towards achieving goals. The second section was focused on the utensils that may cause loneliness among international students. The third section was focused on that how international students deal to overcome loneliness. The fourth section was focused on positive consequences of loneliness and the last section furnishing open-ended questions for getting the other causes and strategies used by international students regarding loneliness. 3.6 Pilot of questionnaire by class mates and teacher: The research questionnaires of all students were evaluated by each other and by teacher respectively. The purpose behind this evaluation was to give students knowledge about different structures of questionnaire and to test whether the questionnaire is striking the topic in which they will be doing primary research. I made certain changes in my research questionnaire as suggested by teacher and class fellows respectively. I changed the structure because before it was not general to specific. Secondly I divided research questionnaire in to five sections as suggested by teacher and class mates respectively. 3.7 Data collection: This research questionnaire was distributed among the post graduate qualifying program students at QIBT during the lecture of introduction to research and it was assorted face to face. The benefit of assorting information face to face is to ensure that all the questionnaires are filled more efficiently and effectively. All respondent were feeling secure in furnishing the information as no question was compelling them to write name, address, telephone number or e-mail etc. 3.8 Limitations: In this primary research purposive sampling is used as mentioned above which is a type of non-probability is sampling (Denscombe, 2007). Random sampling, although considered the most suitable sampling method (Denscombe, 2007) is not used in this research because I was having satisfactory information about the participants which were selected for primary research due to this other students were ignored. For data collection, a questionnaire with close ended questions in the start and open ended question in the last was used. This questionnaire had the limitation of being close ended and very less open ended which confined the participants to stick to the options provided in the questionnaire or furnish only that answers in the open ended questions which were asked. Secondly for doing primary research on the positive aspects and causes of loneliness qualitative type of research can be more fruitful because in this type, primary research is focused on in dept interviews but qualitative type of research is more time consuming and a handsome amount of finances are required to do qualitative research. Furthermore the limitation of this study is the small sample size because the results from this primary research can not be generalized to all international students. 4.0 Personal reflection: Loneliness is a golden opportunity to evaluate your personality traits critically. When individuals took a decision that he or she will go abroad or out of town for some reason so it means he or she will be having a lot of time while living alone to analyze in which type of areas I am strong and in which type of areas I am weak. It can be said like this loneliness is providing an opportunity to individuals to convert weaknesses in to strengths and threats in to opportunities. While living alone individuals has a platform to think deeply why I was born on earth, what is the purpose of my life. He or she can also identify the factors which were over shadowing his or her strengths in the country of origin or home town. Remember to identify your strengths you need a platform where none of the society factor is dominating on you so in this way you can identify your strengths more efficiently and effectively. This platform can be loneliness. While living alone individuals can easily identify the level of loyalties of his or her friends and relatives respectively. He or she can observe in what frequency his or her friends and relatives contact him or her. International student can also observe from his or her internal feelings that which friend or relative he or she is missing most. Loneliness can be a good platform to judge how much individuals are competent to accomplish tasks independently. Loneliness also provides the platform how much individuals are dynamic and enterprising. How they develop social circle as most of the human beings are social animals. Social enmity and frustration occurred due to loneliness provides the opportunity to international students to burst in the social circles of universities and societies more successfully and efficiently. Loneliness also provides the opportunity to individuals that how much determination, dedication and hard work are required to accomplish the selected goals. Loneliness can be productive to impart seed of patience and which grows more efficiently if individuals live alone for long time. Furthermore loneliness provides the opportunity to judge that how much you miss your parents and how much your parents miss you or how much you miss your children or how much your children miss you or how much you miss your spouse or girl friend or how much your spouse or girl friend miss you. This can be judge by the frequency of calls that international students and parents make to each other. This can also make the individuals strong in a sense that how he or she will live after the death of parents, children, spouse, girl friend and at that time he or she can inter relate when I was not in the country or town my parents, children, spouse or girl friend were not living with me so now they are departed from this world although I will miss them but I can live with out them. In loneliness individuals can learn a lot of domestic managerial skills more effectively. He or she will learn how to manage the finances, how to take care of his or her health, how to maintain car or room, how to become independent learner, how to cook food, how to wash the clothes, how to develop spiritual beliefs towards ALLAH ALMIGHTY (GOD). If some of the individual is not able to counter these types of challenges then it means loneliness provides him the opportunity to prove himself or herself because these types of challenges individuals have to face in every phase of life. If any of the individual Face these challenges more wisely he or she will become stronger. Multidimensional and multi task oriented type of strengths individuals can feel in themselves. If any of the individual can not overcome these type of challenges it does not mean he or she has the right to blame loneliness for failures but to blame less or no self confidence. Many of the individuals complaints and claim that loneliness is causing depression. The reason behind is they don t want to explore loneliness as constructive tool for personality development. This is the point where ordinary men and great men are differentiated. The great men explore opportunity from challenges and ordinary men explore challenges in opportunity. Loneliness also gives you an opportunity of comparison between the cultures. Like collective type of cultural back ground individual can learn a lot of new things from individualistic culture where every body is independent and more successful. In individualistic type of culture most of the people lives their life independently from very early ages just like birds, birds feed there kids for a small amount of time and when kids learned how to fly then its there own responsibility to manage food and construct own nests. 5.0 Findings:

The principle of this research report is to find the positive consequences of loneliness, strategies used by international students for overcoming loneliness and causes of loneliness. As mentioned above 29 students participated in this research. Out of twenty nine students twenty seven were from Asia and only two were from Middle East as mentioned in figure 5.0.1.

Figure 5.0.1 The participants were from different age groups as mentioned is Figure 5.0.2

Figure 5.0.2 The participants are living in Australia from different time periods from each other as mentioned in figure 5.0.3

Figure 5.0.3 5.1 Different causes of loneliness:

Causes of loneliness Strongly disagree Disagree Neutral Agree Strongly agree Loneliness due to racism 12 10 6 1 0 Loneliness due to missing parents 5 6 8 9 1 Loneliness due to missing close friends

                      3	

7 6 11 2 Loneliness due to shyness 9 6 5 8 1 Loneliness is cause of depression 2 4 8 10 5 Loneliness due to missing girl of boy friend 26 0 0 0 3

Table 5.1.1

The table 5.1.1 is showing different causes of loneliness. The statement of loneliness due to racism are strongly disagreed by 12 students, disagreed by 10 students, 6 of the students were neutral or not decided and only one student agreed that racism is the cause of loneliness. The median of statement loneliness due to racism among international students is in the disagreed category. As mentioned in the table 5.1.1 that the statement of loneliness due to missing parents were strongly disagreed by 5 students, disagreed by 6 students, 8 of the students were neutral or not decided. In contrast the students who were strongly agreed that they miss their parent which causes loneliness are 1 and 9 of the students who just agreed that they are feeling lonely due to missing parents while living alone here in Australia. The median of loneliness due to missing parents among international students is in the disagreed category. The statement of loneliness due to missing close friends are strongly disagreed by 3 students, disagreed by 7 students, 6 students were neutral or undecided. In contrast 2 students strongly agreed and 11 students agreed that missing close friends which causes loneliness among them. The median of the statement loneliness due to missing close friends among international students is in the agreed category. The statement of loneliness due to shyness is strongly disagreed by 9 students, disagreed by 6 students, 5 of the students were undecided or neutral. In contrast 8 of the students were agreed that shyness is causing loneliness among them and additionally 1 of the student was strongly agreed on the statement that shyness is causing loneliness. The median of loneliness due to shyness among of international students is in the disagreed category. The statement of loneliness is causing depression is strongly disagreed by 2 students, disagreed by 4 students, 8 of the students were undecided or neutral. In contrast 5 students strongly agreed and 10 agreed that loneliness is causing depression among them. The median of loneliness is causing depression among international students is in the agreed category. The statement of loneliness due to missing girl friend or boy friend is strongly disagreed by 26 students. In contrast only 3 students agreed that missing of girl or boy friend causes loneliness among them. The median of missing girl or boy friend among international students is in the disagreed category. 5.2 Strategies formulated by international students to overcome loneliness:

The majority of the international students try to overcome loneliness and following are the strategies made by them to cop as mentioned in figure 2.6

Figure 5.2.1 As mentioned in the figure 5.2.1 the 58.3% (n=17) of the students claimed contacting and visiting friends here in Australia help them to overcome loneliness. The 37.9% (n=11) claimed contacting friends in home country helps them to fight with loneliness. Another 58.3% (n=17) of the international students claimed that contacting family in the country of origin reduces the loneliness. Another 26 (89.66%) of the students claimed that MSN and FACEBOOK are helpful in reducing the feeling of loneliness. 27.5% (n=8) of the students claimed that reading books is a useful activity to overcome loneliness, 17.5% (n=5) of the students claimed that sports activities are useful in reducing the periods of loneliness and only 10.3% (n=3) students claimed that some other activities are useful to cope with loneliness. 5.3 Positive aspects of loneliness: Positive consequences of loneliness Strongly disagree Disagree Neutral Strongly agree Agree Feel lonely in Australia 7 9 10 0 3 Proud to be living alone 2 3 2 14 8 Learning about my strength and weaknesses 0 4 6 12 7 Having a lot of privacy 1 2 11 7 8 Becoming internally strong 5 4 12 8 Becoming efficient in daily matters 2 3 4 11 9

Table 5.3.1 As mentioned in the table 5.3.1 that 7 of the students strongly disagreed and 9 students disagreed for feeling lonely here in Australia. Another 10 students are neutral on the statement of feeling lonely here in Australia may be they can not decide they feel lonely or do not feel lonely. In contrast 3 students are agreed and feel lonely here in Australia. The median of feeling lonely here in Australia among international students is in the disagreed category. The students who strongly disagreed on the statement of feeling proud while living alone here in Australia are 2. The students who just disagreed on the above statement are 3. The students who are neutral on the above statement of feeling proud while living alone here in Australia are 2. The students who strongly agreed on the statement of feeling proud while living alone here in Australia are 14. The students who just agreed on the statement of feeling proud while living alone in Australia is 8. The median for the statement of feeling proud while living alone here in Australia is in the agreed category. The students who just agreed on the statement of recognizing strengths and weaknesses while living alone here in Australia are 4. The students are neutral or can not decide that they are identifying their strengths and weaknesses are 6. The students who strongly agreed that they are identifying their strengths and weaknesses are 12. The number of students who just agreed on the statement that they are recognizing their strengths and weaknesses are 7. The median of the statement identifying strengths and weaknesses while living alone is in the agreed category. The students who strongly disagreed on the statement of having a lot of privacy while living alone is 1. The students who just disagreed on the statement of having a lot of privacy while living alone are 2. The students who were neutral on the statement of having a lot of privacy while living alone are 11. The students who strongly agreed on the statement that they are having a lot of privacy while living alone are 7. The students who just agreed on the statement that they are having a lot of privacy while living alone are 8. The median of this statement is in the agreed category. The students who just disagreed on the statement of becoming internally strong are 5. The students who are neutral on the statement of becoming internally strong are 4. The students who are strongly agreed on the statement that they are becoming internally strong are 12. The students who just agreed on the statement that they are becoming internally strong are 8. The median of the statement of becoming internally strong is in the agreed category. The students who are strongly disagreed on the statement that they are becoming efficient in daily matters are 2. The students who just disagreed on the statement that they are becoming internally strong are 3. The students who are neutral on the statement that they are becoming efficient in daily matters are 4. The students who strongly agreed on the statement they are becoming internally strong in daily matters are 11. The students who just agreed on the statement that they are becoming efficient in day to day matters are 9. The median of becoming efficient in daily matters while living alone is in agreed category. 5.4 Analysis of missing parents among students on the basis of gender:

Gender Strongly agree Agree Neutral Disagree Strongly disagree I miss my parents here in Australia (Male) 2 0 3 2 4 I miss my parents here in Australia (Female) 7 1 5 4 1

Table 5.4.1 The above table is analyzing how male and female students differentiate from each other in missing parents. The results are showing that female students miss their parents much while living alone here in Australia as compare to male students. The female students who are strongly agreed on the statement that they miss parents while living alone here in Australia are 7. The female students who are agreed on the statement that they miss parents while living alone here in Australia are 1. The female students how were neutral on the statement that they miss parents while living alone are 5. The female students who are strongly disagreed on the statement that they miss parents while living alone are 1. The female students who disagreed on the statement that they miss parents while living alone are 4. The median of missing parents while living alone here in Australia among female students is in the agreed category. The male students who agreed on the statement that they miss their parents while living alone here in Australia are 3. The male students how are undecided or neutral on the statement that they miss parents while living alone here in Australia are 2. The male students who strongly disagreed on the statement that they miss their parents while living alone here in Australia are 4. The male students who disagreed on the statement that they miss their parents while living alone here in Australia is are 2. The median of missing parents while living alone here in Australia among male students is in the disagreed category. 5.5 Analysis of feeling internally strong on the basis of age group: Age group Strongly agree Agree Neutral Strongly disagree Disagree 18-22 3 1 3 0 1 23-26 8 6 1 0 3 Above 26 1 0 0 0 2

Table 5.5.1 The above table is showing that students how are between the age of 18-22 are feeling internally strong (S.A=3, Agree=1) may be they are more motivated and determined towards their goals and enjoying the demographic and geographic of Australia. Some of the students (N=3) are neutral and do not no they feel internally strong or weak may be the decision power of these students are weak and can not decide how to evaluate it. Only one (n=1) student from this age group disagreed that he or she is not feeling internally strong. The median of this age group from 18 years to 22 years is in the agreed category. The students (S.A=8, A=6) who falls in the age group of 23 to 26 feel internally strong while living alone. Only one student from this age group feel neutral on the statement of feeling internally strong (N=1). Three students (S.D=3) strongly disagreed and claimed they do not feel internally strong. The median of age group from 23 years to 26 years is in the agreed category. The students how are above then the age of 26 evaluated the statement of feeling internally strong negatively (S.D=2). Only one student from this age group evaluated the statement of feeling internally strong positively (S.A=1). The median of this age group is in the neutral category. 5.6 Analyses on feeling proud while living lonely in Australia on the basis of age group: Feeling proud of living alone. Strongly agree Agree Neutral Disagree Strongly disagree Less than 6 months 7 0 2 0 0 6 to 12 months 1 3 1 4 1 1 to 2 years 2 4 0 0 0 2 years and above 3 0 0 0 1

Table 5.6.1 The table is showing that the students who are living in Australia less then six months (S.A=7, N=2) are more motivated for living alone and utilizing the period of loneliness positively. The median of this age group lies in the agreed category. The students how are living more then six months to 12 months (S.A=1, A=3, N=1, D=4, SD=1) do not feel much proud of living alone as shown in the table with the median in disagreed category. The students how are living more then one year and less then 2 years evaluated the ability of living alone positively (SA=2,A=4,SD=0,D=0) as shown in the table. The median of this age group lies in the agreed category. The students who are living here in Australia from more than two years evaluated the ability of living alone positively as shown in table that 3 of the students strongly agreed and only one student strongly disagreed from this age group. The median of this age group lies in the agreed category. 6.0 Discussion: The discussion section of this research are focused on three areas positive consequences of loneliness, strategies international students implement to overcome loneliness and causes of loneliness. According to most of the international students they do not feel loneliness due to racism as claimed by (Poyralzi & Lopez, 2007) international students feel loneliness due to racism. According to the (Poyralzi & Lopez, 2007) racism is harming the identities of international students and one of the main reason which is leading them towards lower self esteem and higher level of stress (Spears & Branscombe as cited in Poyralzi & Lopez, 2007, p.267). In contrast in this primary research findings only one international student out of twenty nine feel loneliness due to racism. According to (Kleinberg & Hull as cited in Poyralzi & Lopez, 2007, p. 268) found that in 11 countries that 70% of the international students feel loneliness due to racial discrimination but as mentioned above in this primary research nothing like that is found which means more exploratory type of research in required in the area of racism and loneliness among international students for claiming authentic statement. According to (Wehrly as cited in Shin & Abell, 1999, p. 46) loneliness is leading international students towards depression is found in this primary research as out of 29 five of the international students are strongly agreed and 10 of the students are agreed with the statement that loneliness is leading them towards depression. According to (Fisher & Hood as cited in Poyrazli & Lopez, 2007, p. 266) homesickness is leading international students towards poorer moods and dull face expressions. The claim of Fisher and Hood can be generalized in this primary research because out of 29 students 9 students miss and 2 strongly misses their parents which cause loneliness. Parents are the important component of every home and if some of the international student feels homesickness so it may be assumed that he or she misses their parents. This research was very productive in a way that it formulated positive consequences of loneliness which were never mentioned or explored by any other researcher that’s why can not be related with the literature review. The positive consequences of loneliness are vital and exploratory part of this primary research. As mentioned in finding section handsome number of the international students positively evaluated loneliness. Furthermore this primary research has formulated number of interesting positive consequences of loneliness among international students. These consequences are very distinct as mentioned below.

The international students claimed they are feeling internally strong, converting their weaknesses in to strengths and threats in to opportunities with some extra efforts. They also claimed that they have a lot of privacy and becoming more efficient in handling day to day problems. As mentioned in the personal reflection section that loneliness provides an opportunity for becoming efficient and effective in day to day matters is may be proved in this primary research because out of 29 eleven students strongly agreed and 9 agreed that they are becoming dramatically efficient in handling day to day matters and are no more dependent to any one. 

Additionally the loneliness provides an opportunity to identify strengths and weaknesses more efficiently and effectively as mentioned in the personal reflection section. This statement is may be proved in this research because out of 29 eleven (11) students are strongly identifying, 9 students are identifying the strengths and weaknesses more efficiently and effectively while alone here in Australia. Furthermore as mentioned in personal reflection section that loneliness provides an opportunity for becoming internally strong is also proved positively in this primary research as out of twenty nine 12 students are strongly utilizing loneliness for becoming internally strong and 8 students are just utilizing loneliness for becoming internally strong. The positive consequences are never explored by any researcher before and the results of this part of research can not be generalized on all international students because these outcomes are extracted from 29 participants. But it is vital because this part of research is projecting argue for more researches on positive consequences of loneliness in general and among international students respectively. Secondly in this research mostly close ended questions are used in the questionnaires to extract positive consequences of loneliness if questionnaires can be designed with more open ended questions in which participants can write what ever they feel positively about loneliness while living lonely can be more productive.

International students frequently implement tactics to resolve the dilemma of being alone. International students expose themselves to diverse deeds to overcome the patathic problem of loneliness. Internet and building new friendships can facilitate them to trim down inconveniences which are caused by loneliness. Most of the students often call home and friends respectively for overcoming the loneliness. Most of the students participated in the research claimed that visiting and contacting friends here in Australia, reading books, watching television and sports activities are useful to overcome loneliness.
There were certain limitations occurred for international students while filling the questionnaires that the questions which were selected in the section meant for strategies used to overcome loneliness were close ended which confine international students to the options which were provided. Although couple of open ended questions were furnished in the end of questionnaire to know about other strategies used by international  students for over coming loneliness but most of the students did not filled that part or the students who filled that part furnished the same things which were mentioned in the section meant for strategies used to overcome loneliness. 

Additionally researchers should furnish the open ended questions in the start of questionnaires because participant do not like to answer open ended questions in the last as assumed in this primary research may be due to lack of time or may be they feel fatigued for filling more information in the questionnaire in which they do not have any vested interest. 7.0 Conclusion: After a careful and detailed study on the causes of loneliness, strategies implemented by international students to overcome loneliness, positive consequences of loneliness it may be claimed that loneliness is utilized positively by the majority of the international students, although they are living lonely however the number of participant is a limitation for generalizing the results but it is identifying the avenue for researchers for doing researches on the positive consequences of loneliness. Moreover it also signified a number of approaches implemented by international students to get to the bottom of their loneliness problems. Further more this study has exposed a number of interesting differences between the experiences of international on the causes of loneliness and positive aspects of loneliness.

8.0Reference list: Bekhet, A. K., Zauszniewski, J. A. & Nakhla, W. E. (2008). Loneliness: A Concept Analysis. Nursing Forum, 43 (4), 207-210. Ditommaso, E., Spinner, B. & (1997). Social and Emotional Loneliness: A Re-Examination of Weiss' Typology of Loneliness. Elsevier Science Ltd, 22 (3), 417-427. Denscombe, M.(2007).The Research Guide for small-scale social research project (3rd ed). Berkshire: Open University Press. Khawaja, N. G. & Duncanson, K. (2008). Using the University Student Depression Inventory to Investigate the Effect of Demographic Variables on Students' Depression. Australian Journal of Guidance and Counselling, 18 (2), 195-129. Poyrazli, S., Lopez, M. D. & (2007). An Exploratory Study of Perceived Discrimination and Homesickness: A Comparision of International Students and American Students. The Journal of Psychology, 141 (3), 263-280. Sawir, E., Marginson, S. Deumert, A. Nyland, C., & Ramia., G (2007). Journal of Studies in International Education. Loneliness and International Students: An Australian Study, 20 (10), 1-33. Shin, H. & Abell, N. (1999). The Homesickness and Contentment Scale: Developing a culturally Sensitive Measure of Adjustment For Asians. Research on Social Work Practice, 9 (1), 45-60.