Abstract
International students beginning university face challenges, including loneliness and isolation. Research shows that choir singing can enhance social bonds and emotional wellbeing. However, its effect on international students remains underexplored. This study applied a social identity perspective to evaluate the impact of participation in a university community choir on international students' university identification (i.e., sense of belonging), loneliness, and wellbeing. A non-randomised controlled study was conducted with 53 international students at UQ, including 31 UQ Voices choir members (M(age) = 24.90, 71.0% female) and 22 non-choir students (M(age) = 24.18, 72.7% female). Participants completed measures of university identification, loneliness, and wellbeing at baseline (pre) and after 6-8 weeks (post), along with group-based psychosocial resources measures. Data were analysed using 2 (choir, control) × 2 (pre, post) ANOVAs. A significant interaction effect emerged for university identification (sense of belonging), with choir participants improving more than controls. A main effect of group emerged for wellbeing, with choir members reporting higher wellbeing. No significant effects for loneliness, which was not elevated at baseline. Choir identification was significantly related to psychosocial resources (self-esteem, control, meaning and purpose, and mood improvement). Choir singing may serve as a preventative intervention to support international students' wellbeing by fostering a stronger sense of belonging in the new university and country.