scholarly journals PSYCHOSOCIAL INFLUENCES ON FIRST-YEAR INTERNATIONAL STUDENTS LEARNING OUTCOMES IN CHINESE UNIVERSITIES

2021 ◽  
pp. 35-43
Author(s):  
Xinchao Li ◽  
Isaac Kwaku Asante
Keyword(s):  
International Students ◽  
Learning Outcomes ◽  
Psychosocial Factors ◽  
Online Survey ◽  
First Year ◽  
University Administrators ◽  
Chinese Universities ◽  
Students First ◽  
University Experience ◽  
First Year Experiences

This study examined the psychosocial state of international students and the resultant effect on the students' first-year learning outcome. Of interest was whether participants first-year experiences would influence learning. We grounded this study on student involvement and psychosocial theories. A total of 600 international students from 83 Chinese Universities participated in an online survey. The psychosocial factors were measured with both the First Year University Experience Questionnaire and 12-point GHQ questionnaires and analysed with hierarchical multiple regression. The result was statistically significant explaining 24%, 27% and 33% variance on international students' learning outcomes, after controlling for all the psychosocial factors. Moreover, the results suggested the need for University administrators to provide counselling support and promote sustainable psychosocial oriented programs. KEYWORDS: First-year experiences, international students, learning outcomes, psychosocial influence

scholarly journals Comparison of First-Year International Students' Adjustment to College at the Undergraduate and Graduate Level

2021 ◽  
Vol 13 (2) ◽  
pp. 112-131
Author(s):  
Odunola Oyeniyi ◽  
Robert L Smith ◽  
Joshua C Watson ◽  
Kristina Nelson
Keyword(s):  
International Students ◽  
Acculturative Stress ◽  
Online Survey ◽  
The United States ◽  
Future Research ◽  
First Year ◽  
College Counselors ◽  
Adjustment To College ◽  
Significant Difference ◽  
Graduate International Students

Predictors of first-year undergraduate and graduate international students’ adjustment to college were examined using an online survey in 2019. The research sample consisted of 95 international students attending two universities in the United States. Findings showed a statistically significant difference between first-year graduate and undergraduate international students, as related to college adjustment. Further analysis discovered significant relationships among the predictor variables - resilience, relational skills, acculturative stress - and the criterion variable, which is adjustment to college, explaining 55% of the variance. Implications of findings for educators, college counselors, and college administrators, are provided, as well as directions for future research.

scholarly journals Institutional Satisfaction and Recommendation: What Really Matters to International Students?

2019 ◽  
Vol 9 (1) ◽  
pp. 262-281 ◽  
Author(s):  
Ravichandran Ammigan
Keyword(s):  
International Students ◽  
Quantitative Study ◽  
International Student ◽  
Policy Recommendations ◽  
University Administrators ◽  
Retention Strategies ◽  
Using Data ◽  
University Experience ◽  
The University

This quantitative study investigates the role of satisfaction variables as predictors of institutional recommendation for over 45,000 international students at 96 different institutions globally. Using data from the International Student Barometer (ISB), it demonstrates which aspects of the university experience are most significant on students’ propensity to recommend their institution to prospective applicants. This article also discusses key implications and policy recommendations for how university administrators and international educators could enhance the international student experience and strengthen recruitment and retention strategies on their respective campuses.

scholarly journals A Comparison of Stress Perception in International and Local First Semester Medical Students Using Psychometric, Psychophysiological, and Humoral Methods

2018 ◽  
Vol 15 (12) ◽  
pp. 2820 ◽  
Author(s):  
Daniel Huhn ◽  
Carolin Schmid ◽  
Rebecca Erschens ◽  
Florian Junne ◽  
Anne Herrmann-Werner ◽  
...  
Keyword(s):  
International Students ◽  
Medical Students ◽  
First Year ◽  
Professional Efficacy ◽  
First Semester ◽  
Hair Samples ◽  
Stress Levels ◽  
Students First ◽  
Local Students ◽  
First Year Medical Students

(1) Medical doctors and medical students show increased psychological stress levels. International medical students seem to be particularly vulnerable. (2) We compared different methods of assessing stress levels in international and local first year medical students. First, study participants completed questionnaires related to stress, depression, empathy, and self-efficacy (MBI, PSQ, PHQ-9, JSPE-S, and GSE) at three separate points in time (T1 to T3). Second, their heart rate variabilities (HRVs) were recorded in an oral examination, a seminar, and in a relaxing situation. Third, hair samples were collected at the beginning and at the end of the semester to assess the cortisol concentration. (3) Included were 20 international and 20 local first semester medical students. At T1, we found considerable differences between international and local students in the JSPE-S; at T2 in the MBI factor “professional efficacy”, the PHQ-9, and in the JSPE-S; and at T3 in the MBI factors “cynicism” and “professional efficacy”, the PHQ-9, and in the JSPE-S. International and local students also differed concerning their HRVs during relaxation. Over the course of the semester, international students showed changes in the MBI factors “emotional exhaustion” and “professional efficacy”, the PHQ-9, and the GSE. Local students showed changes in the GSE. No effects were found for students’ hair cortisol concentrations. (4) All participants showed low levels of stress. However, while international students experienced their stress levels to decrease over the course of the semester, local students found their stress levels to increase.

Improving the Student Experience: Learning From a Comparative Study of International Student Satisfaction

2018 ◽  
Vol 22 (4) ◽  
pp. 283-301 ◽  
Author(s):  
Ravichandran Ammigan ◽  
Elspeth Jones
Keyword(s):  
International Students ◽  
Student Satisfaction ◽  
International Student ◽  
Meta Analysis ◽  
The United States ◽  
Support Service ◽  
Future Research ◽  
University Administrators ◽  
Four Dimensions ◽  
University Experience

This article evaluates the degree to which international students are satisfied with different dimensions of their university experience, namely, their arrival, living, learning, and support service experiences. Using quantitative survey research methods based on data from the International Student Barometer (ISB), the study evaluates the experience of over 45,000 degree-seeking, undergraduate international students at 96 different institutions in Australia, the United Kingdom, and the United States. Multiple regression analyses indicated that all four dimensions of satisfaction were positively associated with students’ overall university experience, and the article reveals which of the four is the most influential. To the authors’ knowledge, this study represents the first time that a comparative meta-analysis of ISB data across institutions in the three chosen countries has been undertaken. Key implications are discussed for how university administrators, practitioners, and researchers might best allocate resources to support and enhance the experience of international students, leading to more effective institutional recruitment and retention strategies. The study also offers a baseline for future research on international student satisfaction.

scholarly journals The Parent First-Year Experience on a Community College Campus

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Jessica Hale ◽  
Cristina Buzas
Keyword(s):  
Community College ◽  
Academic Success ◽  
Online Survey ◽  
Online Communication ◽  
First Year Experience ◽  
Future Research ◽  
First Year ◽  
Students First ◽  
Parent Orientation ◽  
The Relationship

This study explores the effects of a Parent First-Year Experience (PFYE) program at Washtenaw Community College. Specifically, the study addresses attitudes and perceptions of parents who participated in the PFYE program over the course of two years and the relationship between parent participation and students’ academic success and retention. A total of 71 (year 1 n=37; year 2 n=34) parents responded to the online survey. Researchers learned that parents who participated in the PFYE understood the milestones of their students’ first year and felt prepared to support their student through transition. Results indicated that the combination of parent orientation, e-newsletters, workshops, webinars, and online communication comprise an acceptable PFYE format. Beyond practical implications, this study serves as a launching point for future research and theories related to parental connectivity to the community college and further studies assessing the effects of PFYE programs.

scholarly journals The first-year experience of non-traditional students in Danish science and engineering university programmes

2017 ◽  
Vol 16 (1) ◽  
pp. 45-61 ◽  
Author(s):  
Lars Ulriksen ◽  
Lene Møller Madsen ◽  
Henriette Tolstrup Holmegaard
Keyword(s):  
Traditional Students ◽  
Drop Out ◽  
First Year Experience ◽  
First Year ◽  
Science And Engineering ◽  
Students First ◽  
Non Traditional Students ◽  
Danish Science ◽  
Prior Experiences ◽  
First Year Experiences

To understand student drop-out from university, research must explore students’ first-year experiences and the challenges they encounter. This article analyses the first-year experiences of non-traditional students in Danish science and engineering university programmes. Focusing on identity theory and the framework of integration processes provided by Tinto, the article presents the challenges experienced by students from non-academic backgrounds and by students with ethnic minority backgrounds. The analysis presents four themes that are experienced as particularly challenging for the students: (1) a strong career focus which is hard for the students to maintain in their transition into university; (2) how the students from some non-academic backgrounds encounter the challenges they meet with limited resources; (3) how they spend time and resources on their family and how this affects their integration in the programme; and (4) the process of academic and social integration are particularly challenging as they require students to submit themselves to the cultural expectations of their studies, which can be hard to understand for students from families with no prior experiences of academia. The article discusses how these experiences can be understood within an identity framework.

scholarly journals Exploring Coping Strategies of Transfer Students Joining Universities From Colleges

2020 ◽  
Vol 11 (2) ◽  
pp. 72-81
Author(s):  
Monika Foster ◽  
Timothy Mulroy ◽  
Mark Carver
Keyword(s):  
Coping Strategies ◽  
Transfer Students ◽  
Online Survey ◽  
First Year ◽  
The United Kingdom ◽  
New Learning ◽  
Undergraduate Programme ◽  
Set Up ◽  
The Uk ◽  
University Experience

Students transitioning from colleges to universities in the United Kingdom (UK) into the second or third year of an undergraduate programme must quickly adapt to a new learning environment and new expectations. The process of transition includes intense demands on their time and, for many, a requirement to commute. The consequence can be a limited university experience compared to those who began their studies in the traditional first year. With the increase in the numbers of transfer students studying at universities in the UK, this study was set up to explore the challenges of transition at two universities using an online survey and focus groups. Results show that transfer students cope with their transition to university in multiple ways, categorised into the following themes: learning expectations, peer support, online engagement, cue-seeking and efficiency. By supporting the use of these coping strategies, universities can facilitate a better student experience and enhance student success.

scholarly journals Embedding the development of graduate qualities of international postgraduate IT students in the disciplinary curriculum

2021 ◽  
Author(s):  
Ping Yu ◽  
Siyu Qian ◽  
Zhenyu Zhang ◽  
Lina Markauskaite ◽  
Jun Shen ◽  
...  
Keyword(s):  
International Students ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Self Regulation ◽  
Learning Task ◽  
Content Management ◽  
Steady Increase ◽  
First Year ◽  
Learning Tasks ◽  
The Subject

There has been a steady increase in international students pursuing postgraduate coursework education in English speaking countries. Like first-year undergraduate students, these international students need assistance transitioning into the new educational environment and preparing for self-directed, collaborative learning throughout their careers. Drawing on the social constructivist pedagogical approaches, we developed learning tasks that foster self-regulation and collaboration among postgraduate coursework IT students, aligning these tasks with the learning outcomes of the subject Information Design and Content Management. This paper presents the rationale and method for the design of the learning tasks, and how these learning tasks to not only align with the subject learning outcomes but also facilitate self-regulation. A study involving preand post-subject surveys and interviews with 133 subject students will provide us with further insights into the effectiveness of the learning task design and the areas for improvement.

Evaluating the First Year Experiences

2020 ◽  
Vol 42 (4) ◽  
pp. 479-507
Author(s):  
Sun-Young Kim
Keyword(s):  
First Year ◽  
First Year Experiences
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