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Author: Shu-Ping Lin
Publisher:
ISBN:
Category : Acculturation
Languages : en
Pages : 99
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Book Description
Abstract: Despite a growing literature regarding both the social self-efficacy and the cross-cultural adjustment of international students, an integration of research in these two areas is still not yet well developed. Given concern over this lack of integration and interest in understanding the nature of the adjustment process of international students, this present study endeavored to explore the role of social self-efficacy in the process of cross-cultural adjustment for Chinese international students. Accordingly, the main purpose of this study is to seek to examine whether there is a discrepancy in the levels of social self-efficacy in different language settings for Chinese international students. Also, the relationships between social self-efficacy in different language settings and other constructs, such as acculturation stress, global self-esteem, and English proficiency, would be examined. Other hypotheses examining the predicting relationships between these variables would be discussed in this study as well for applications in intervening. The sample of participants consisted of 203 Chinese international students who were mainly recruited from the Ohio State University. There were four measures administered in this study: the scale of Perceived Social Self-Efficacy, the Unconditional Self-Regard Scale, the Acculturative Stress Scale for International Students, and a Demographic Questionnaire, which contained three questions regarding English proficiency. Several important findings have been evident in this study. First, Chinese international students reported different levels of social self-efficacy in different language settings. That is, they perceived a significantly higher social self-efficacy in Chinese interactional setting than in English setting. Secondly, English social self-efficacy is the major resource in influencing international students' adjustment outcomes. That is, a higher level of social self-efficacy will predict a lower level of acculturation stress. Third, both the cognitive (social self-esteem) and affective (global self-esteem) parts of an individual contribute to the psychological adjustment outcomes, such as acculturation stress, in an essential fashion. Finally, variables like English proficiency and the length of residency in the USA have indirect influence on acculturation stress through social self-efficacy. That is, social self-efficacy is the mediator for the predicted relationships.
Author: Shu-Ping Lin
Publisher:
ISBN:
Category : Acculturation
Languages : en
Pages : 99
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Book Description
Abstract: Despite a growing literature regarding both the social self-efficacy and the cross-cultural adjustment of international students, an integration of research in these two areas is still not yet well developed. Given concern over this lack of integration and interest in understanding the nature of the adjustment process of international students, this present study endeavored to explore the role of social self-efficacy in the process of cross-cultural adjustment for Chinese international students. Accordingly, the main purpose of this study is to seek to examine whether there is a discrepancy in the levels of social self-efficacy in different language settings for Chinese international students. Also, the relationships between social self-efficacy in different language settings and other constructs, such as acculturation stress, global self-esteem, and English proficiency, would be examined. Other hypotheses examining the predicting relationships between these variables would be discussed in this study as well for applications in intervening. The sample of participants consisted of 203 Chinese international students who were mainly recruited from the Ohio State University. There were four measures administered in this study: the scale of Perceived Social Self-Efficacy, the Unconditional Self-Regard Scale, the Acculturative Stress Scale for International Students, and a Demographic Questionnaire, which contained three questions regarding English proficiency. Several important findings have been evident in this study. First, Chinese international students reported different levels of social self-efficacy in different language settings. That is, they perceived a significantly higher social self-efficacy in Chinese interactional setting than in English setting. Secondly, English social self-efficacy is the major resource in influencing international students' adjustment outcomes. That is, a higher level of social self-efficacy will predict a lower level of acculturation stress. Third, both the cognitive (social self-esteem) and affective (global self-esteem) parts of an individual contribute to the psychological adjustment outcomes, such as acculturation stress, in an essential fashion. Finally, variables like English proficiency and the length of residency in the USA have indirect influence on acculturation stress through social self-efficacy. That is, social self-efficacy is the mediator for the predicted relationships.
Author: Shengjie Lin
Publisher:
ISBN:
Category :
Languages : en
Pages : 112
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Book Description
According to social cognitive theory (Bandura, 1977), self-efficacy refers to beliefs that one is capable of succeeding at particular tasks and navigating one’s environment. Self-efficacy has been hypothesized to be informed by four sources: mastery experiences, vicarious experiences, social persuasion, and physiological states (Usher & Pajares, 2008). However, little is known about how these sources are exhibited by undergraduates in China, a country with a strong collectivistic culture and an education system that emphasizes competition. Furthermore, previous cross-cultural studies have shown collectivists were more prevention-oriented; thus, fear of failure may be prevalent among Chinese students. Additionally, another unique feature of Chinese students is sibling status because of the prevalence of only children (Falbo, 1988). The purpose of this study was to investigate the sources of self-efficacy of Chinese undergraduates (N=156) and to explore the influence of individual differences including only-child status, GPA, and fear of failure. Qualitative approaches were used to code students’ responses to open-ended questions that asking what made them more and less confident in learning according to Bandura’s four sources of self-efficacy and three more additional sources of self-efficacy from recent research. Quantitative analysis revealed a number of differences in the distribution and frequencies of the sources of self-efficacy: the distinction between sources leading to more and less confidence, only-child status, GPA, and fear of failure. Implications for educators and counselors are discussed.
Author: Baozhen Xie
Publisher:
ISBN:
Category :
Languages : en
Pages : 406
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Book Description
Author: Fei Xie
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Though numerous studies have investigated the adaptation of Chinese international students in the U.S., few studies have talked about the influence of their experiencing a new academic culture. Following the Confucian tradition, Chinese academic culture canonizes education as the only approach to being a better person, and it can be achieved purely by an individual's effort. Together with the moral indication of performance and the highly competitive educational system, Chinese students become obligated to achieve academic success, sensitive to negative evaluation, and habituated to a unique learning culture that is characterized by silence. Their unique academic culture that is distinct from the Western educational tradition may contribute to many mismatch problems. Here we focused on learning culture mismatch and language mismatch. From two studies using archival data and self-collected data, we found that: a) Chinese international students have larger learning culture mismatch and language mismatch than Western International students and American students; b) They also have lower psychological wellbeing than students from Western origins; c) Learning culture mismatch and language mismatch make direct contributions to the lower psychological wellbeing of Chinese international students, and learning culture mismatch is also associated with lower academic performance; and d) social self-efficacy partly mediated the effect of learning culture mismatch and language mismatch, indicating the interactive nature of cross-cultural adaptation. We proposed that social-oriented academic motivation may be a possible source of academic culture mismatch and possible interventions to alleviate the mismatch problems were suggested.
Author: Jennifer Boscarino-Green
Publisher:
ISBN:
Category : Chinese American college students
Languages : en
Pages : 0
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Author: Yun Ying K. Hung
Publisher:
ISBN:
Category : Chinese students
Languages : en
Pages : 172
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Book Description
Most chronic diseases originate in early life and young adulthood and can be qualified as lifestyle diseases. The health-promoting behaviors of young adults are critically linked to the health status they can expect to have as older adults. Of the rapidly growing numbers of international students in the United States, Asian students comprise the largest proportion, with the majority of this group coming from China or Taiwan. This study aims to investigate the health-promoting behaviors and health needs of this specific group of international students. Even as they work to adjust to a foreign culture, society, and language, these students must also face the challenges of undertaking a new academic program. It is essential that they develop and practice health-promoting behaviors to promote and enhance their well-being, as well as to prevent the risks of developing a chronic illness. Perceived self-efficacy and social support are central predictors for adjustment to college and for health-promoting behaviors in college student populations. Although the influence of adjustment to college on students' academic performance and psychological health has been demonstrated, little is known regarding the relationship between adjustment to college and health-promoting behaviors in Chinese/Taiwanese international students. Therefore, this study sought to examine the effects of perceived self-efficacy and social support on health-promoting behaviors in Chinese/Taiwanese international students as mediated by their adjustment to college. A cross-sectional, descriptive correlational research design was used to test the study hypotheses. A convenience sample of 103 Chinese/Taiwanese students at a large public university in the Midwest completed questionnaires containing: the Generalized Self-efficacy Scale, the Multidimensional Scale of Perceived Social Support, the Student Adaptation to College Questionnaire, the Health-Promoting Lifestyle Profile II, and the Demographic Data Questionnaire. The study model was tested using Baron and Kenney's procedures for mediation testing. The results from the study revealed that the effects of perceived self-efficacy and perceived social support on health-promoting behaviors were partially mediated through the level of adjustment to college. The mediator variable, adjustment to college, revealed a statistically significant ability to predict the students' health-promoting behaviors (Sobel = 3.0, p = 0.003; Sobel = 2.8, p = 0.005). These findings suggest that the effects of self-efficacy and social support on health-promoting behaviors in Chinese/Taiwanese international students may be mediated through their adjustment to college. Further research on larger and more diverse samples of international students is needed. However, if supported by future studies, these findings suggest that international students' level of adjustment to college plays a very important role in their health-promoting behaviors.
Author: Yina Wang
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 678
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Book Description
Author: Sandra L. Christenson
Publisher: Springer Science & Business Media
ISBN: 1461420172
Category : Psychology
Languages : en
Pages : 839
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Book Description
For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Author: Borko Furht
Publisher: Springer Science & Business Media
ISBN: 1441971424
Category : Computers
Languages : en
Pages : 718
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Book Description
Social networking is a concept that has existed for a long time; however, with the explosion of the Internet, social networking has become a tool for people to connect and communicate in ways that were impossible in the past. The recent development of Web 2.0 has provided many new applications, such as Myspace, Facebook, and LinkedIn. The purpose of Handbook of Social Network Technologies and Applications is to provide comprehensive guidelines on the current and future trends in social network technologies and applications in the field of Web-based Social Networks. This handbook includes contributions from world experts in the field of social networks from both academia and private industry. A number of crucial topics are covered including Web and software technologies and communication technologies for social networks. Web-mining techniques, visualization techniques, intelligent social networks, Semantic Web, and many other topics are covered. Standards for social networks, case studies, and a variety of applications are covered as well.
