Gender difference in the effect of cultural distance on academic performance among cross-border students in China

Hu, Jieyi; Cheung, Chau Kiu Jacky

doi:10.1186/s41155-021-00199-4

Cited by 10 publications

(6 citation statements)

References 82 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Educational outcomes typically include attainment and achievement (Cuesta et al., 2016 ; Glewwe et al., 2011 ; Mitchell et al., 2008 ; Snilstveit et al., 2015 ). According to the situation of universities in the Mainland, educational achievement is more associated with social integration as enrolment rates are always stable with Hong Kong migrants coming to the Mainland (Hu and Cheung, 2021 ), whereas attainment is greatly susceptible to family education. In terms of the educational achievement, the major measurement is students’ academic performance (Hu and Cheung, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

How academic performance influences social integration: The moderation effect of cultural distance among Chinese cross‐borderers

Kiu

Xie

2022

Brain and Behavior

Self Cite

View full text Add to dashboard Cite

Background Internal migration or cross‐border migration differs from traditional migration. The influence of academic performance on social integration among migration or cross‐border student groups has drawn attention. Method A survey collected data from cross‐border students in Mainland China. The sample included 616 university students (bachelor's, master's, and doctoral students) coming from Hong Kong studying in Guangzhou, Guangdong Province. Results The moderating effect of cultural distance in the relationship between academic performance and social integration was significantly negative ( β = –0.081, p < 0.05 ). The effect of academic performance on social integration was significantly positive ( β = .104, p < .05). Length of time studying in the Mainland, social status, entrance exam score (which might affect the current academic performance), and acquiescence are as the control variable in examining the role of cultural distance in the effect of academic performance on social integration. This result embodies the functionalist theory. Conclusion The host society is the structural whole requiring the function of social integration, whereas education is the structural component fulfilling the function. When cultural distance is large, the function of education for social integration decreases. The practical implication for enhancing social integration is relieving or bridging the distance.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

How academic performance influences social integration: The moderation effect of cultural distance among Chinese cross‐borderers

Kiu

Xie

2022

Brain and Behavior

Self Cite

View full text Add to dashboard Cite

show abstract

“…To this end, it might be essential for institutions to have a test bank and grading criteria to ensure reliability and validity (Russell & Airasian, 2012) if they want to include summative assessment in classroom assessment. Also, while male students preferred selfregulated learning (self-assessment), female students preferred interactive assessment (Hu & Cheung, 2021). This finding provides a reference for Vietnam and similar contexts.…”

Section: Discussionmentioning

confidence: 63%

Vietnamese university EFL teachers’ and students’ beliefs and teachers’ practices regarding classroom assessment

Hung

2023

Lang Test Asia

View full text Add to dashboard Cite

This study investigates Vietnamese university EFL teachers’ and students’ beliefs and teachers’ practices regarding classroom assessment. Data were collected from a questionnaire administered to 455 participants (104 teachers and 351 students), interviews with nine teachers and twelve students, and 18 observations of 90-min lessons in five universities in Vietnam. In general, the teachers were aware of all assessment types in the current literature. They dominantly used interactive scaffolding and performance assessment. They also denoted some contextual factors as barriers to their assessment practices, leading to their seeming negligence of other classroom assessment types in their practices. The students preferred formative assessment and some assessment tasks (e.g., group work), while the teachers believed that summative assessment could engage students in learning and associated performance assessment with a summative assessment. Implications for L2 classroom assessment practices are discussed.

show abstract

“…Women's empowerment can be achieved through an awareness-building process. Women are expected to critically analyze the community atmosphere, master discriminatory practices that describe social constructions (Usta et al, 2016), and differentiate between natural and gender roles (Hu & Cheung, 2021). By providing women with information during the awareness process, through learning, training, and motivation, they can understand their identity, gain confidence, make informed decisions, advocate for themselves, take on leadership roles, and motivate change to rectify situations for a fairer share in accordance with common human values.…”

Section: Discussionmentioning

confidence: 99%

The Women’s Empowerment Model Based on Cultural Literature to Realize Tourism Aware Villages in Sustainable Development

Rosramadhana,

Sudirman,

Zulaini

et al. 2024

JICC

View full text Add to dashboard Cite

The aim of this research is the theoretical development of cultural values to understand the unique human differences from the women's empowerment approach, implementing strengthening of the cultural literacy-based women's empowerment model in order to create a tourism-aware village in sustainable development. Employing a virtual ethnographic approach, the study involved an online search for digital literacy materials related to women's empowerment and literacy, applied specifically to women residing in the Serdang Bedagai tourist area. The model applied here blends with virtual data to derive contemporary findings. The empowerment model integrates educational, cultural, and health therapies to bolster literacy awareness and foster development, particularly targeting students in the Serdang Bedagai area. Educational therapy trains women in providing training on how to provide special services to tourists from the country and abroad. When cultural therapy is applied, it is adapted to the local culture through the introduction and training of rhymes and traditional Malay games. Furthermore, for health therapy, women are trained to do traditional kusuk, which can be developed in the Serdang Bedagai tourism area.

show abstract

Gender difference in the effect of cultural distance on academic performance among cross-border students in China

Cited by 10 publications

References 82 publications

How academic performance influences social integration: The moderation effect of cultural distance among Chinese cross‐borderers

How academic performance influences social integration: The moderation effect of cultural distance among Chinese cross‐borderers

Vietnamese university EFL teachers’ and students’ beliefs and teachers’ practices regarding classroom assessment

The Women’s Empowerment Model Based on Cultural Literature to Realize Tourism Aware Villages in Sustainable Development

Contact Info

Product

Resources

About