Kanekar 2010.

Methods	Study design: RCT Study grouping: parallel group Unit of randomisation: individuals Power (power & sample size calculation, level of power achieved): A sample size of 25 students in each group was reached considering an alpha of 0.05, power of 0.70 and estimated effect size of 0.70; study accounted for attrition of 5 participants and hence the sample size was increased to 30 per group; some of the limitations of the study: small sample size (considerable dropout of 21) Imputation of missing data: no imputation of missing data reported; unclear how many participants dropped out of the intervention and how many did not complete the questionnaires; probably available‐case analysis (only participants for whom outcomes were obtained) and per‐protocol analysis (only participants who completed allocated intervention)
Participants	Country: USA Setting: large research‐1 university in Ohio Age: mean = 24.67 (SD = 2.68); range = 21 ‐ 33 years Sample size (randomised): 60 Sex: 5 women, 34 men Comorbidity (mean (SD) of respective measures in indicated, if available) at baseline: No‐one in the study population ever had mental illness and the group was mentally healthy Population description: international students of Asian Indian origin enrolled full‐time at large Research‐I university in Ohio Inclusion criteria: 1) student had to be an Indian citizen by birth; 2) student must have lived for at least 15 years in India immediately prior to entering the USA Exclusion criteria: not specified Attrition (withdrawals and exclusions): high dropout rate (n = 21 dropouts) Reasons for missing data: not specified; reasons can be conjectured to be time commitment to the study, participant interest in the study, length of survey instrument
Interventions	Intervention: internet‐based intervention to enhance social support, hardiness, and acculturation (n = 30) delivery: web‐based instruction; online instruction delivered through BlackboardTM; reminder e‐mails sent once a week to encourage participants to complete the online modules and attempt the activities providers: self‐guided intervention duration of treatment period and timing: 3 sessions over 2 months description: focused on social support, hardiness and acculturation SESSION 1: social support; discusses types of social support, benefits of social support, relationship between social support and mental health; activities for participants to identify and build social support around them SESSION 2: hardiness; discusses benefits of hardiness, activities to increase commitment, control and challenge SESSION 3: acculturation; discusses different components of acculturation; benefits of acculturation; ways one could increase acculturation in the American culture compliance: not specified integrity of delivery: not specified economic information cash incentive theoretical basis: no theoretical foundation specified; multimodal Control: attention control (general health awareness and wellness intervention; n = 30) delivery: web‐based instruction; online instruction delivered through BlackboardTM; reminder e‐mails sent once a week to encourage participants to complete the online modules and attempt the activities providers: self‐guided intervention duration of treatment period and timing: 3 sessions over 2 months description: focused on general health awareness and wellness SESSION 1: wellness and eating; information on identifying dietary habits, ways for maintaining regular weight and response of body to variety of foods SESSION 2: wellness and physical activity; information on motivation for physical activity, easy steps for physical activity, ways to maintain regular physical activity SESSION 3: wellness and thinking; ways to maintain positive attitude, increasing will power, and developing opportunities for creative expression compliance: not specified integrity of delivery: not specified economic information: cash incentive theoretical basis: not specified
Outcomes	Outcomes collected and reported: mental health ‐ Kessler Psychological Distress Scale‐K‐10 social support ‐ ISEL social support, belonging ‐ ISEL social support, appraisal ‐ ISEL social support, tangible support ‐ ISEL acculturation ‐ American International Relations Scale acculturation, language usage ‐ American International Relations Scale acculturation, perceived prejudice ‐ American International Relations Scale acculturation, acculturation ‐ American International Relations Scale hardiness ‐ hardiness scale hardiness, challenge ‐ hardiness scale hardiness, commitment ‐ hardiness scale hardiness, control ‐ hardiness scale Time points measured and reported: 1) pre‐intervention; 2) post‐intervention Adverse events: not specified
Notes	Contact with authors: We contacted the authors about the inclusion of healthcare students in the sample. We received the response from the authors that "health‐related international students were not specifically targeted by the study and there could have been some health professionals in the sample; the sample was composed of international students from diverse departments across the university campus" (Kanekar 2019 [pers comm]). Study start/end date: not specified Funding source: not specified Declaration of interest: not specified Ethical approval needed/obtained for study: IRB approval at the University of Ohio (June 2007) Comments by study authors: not relevant Miscellaneous outcomes by the review authors: according to authors, there could have been some health professionals in the final sample, but unclear how many and which participants Correspondence: Prof. Manoj Sharma, PhD; Health Promotion and Education, University of Cincinnati, P.O. Box 210068 Cincinnati, OH 45221‐0068; manoj.sharma@uc.edu; manoj.sharma@jsums.edu