The present study explores how international students’ (IS; N = 169; M_age = 19.81 years, 36% male) identity fusion, the extent to which they feel connected with a particular social group, is concurrently and longitudinally correlated with belonging, loneliness, well-being, and perceived social support. IS reported higher fusion with other IS than with domestic students (DS). Fusion with IS at Time 1 (T1) was associated with greater IS support at T1 and Time 2 (T2). Fusion with DS was positively correlated with T1 belonging, well-being, and DS support at both time points, and was negatively linked with loneliness at T1 and T2. IS and DS fusion also interacted in predicting T1 belonging and loneliness. Students with proportionally greater DS than IS fusion reported greater DS support, and proportionally greater IS fusion was related to greater IS support. Discussion centers on promoting adjustment and intergroup relationships in higher education.

本研究探讨国际学生的（IS；N  = 169；M_年龄 = 19.81岁，占36％的男性）身份融合，即他们感觉与特定社会群体联系的程度，与归属感，孤独感，幸福感和可感知的社会支持同时和纵向相关。与国际学生相比，IS与其他IS的融合程度更高。在时间1（T1）与IS的融合与在时间1（T2）和时间2（T2）的IS支持更高有关。在两个时间点，与DS的融合与T1的归属感，幸福感和DS支持呈正相关，而与T1和T2的孤独感则呈负相关。IS和DS融合还可以预测T1的归属和孤独感。DS比例大于IS融合的学生表示，DS支持程度更高，而IS融合比例越大则与IS支持程度越高有关。