International Students Labour and School Attendance: Evidence from China

Kamitewoko, Edwige

doi:10.4236/tel.2021.115061

Cited by 2 publications

(2 citation statements)

References 32 publications

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“…Course Learning Disciplinary Compliance [52,53], Learning Behavior [51][52][53] Self-Discipline Self-Learning Ability [52,54], Learning Tasks [55,56] Assignment Assessment Appraisal Method [57,58], Examination Standards [58,59] Appraisal Evaluation…”

Section: First-level Nodesmentioning

confidence: 99%

Academic Adaptation of International Students in China: Evidence from the Grounded Theory and Structure Equation Model

Zhu

Yang

et al. 2022

Sustainability

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With the continued increase in international students in China, the problem of their academic adaptation has become increasingly prominent. Analysis of the factors affecting the academic adaptation of international students and corresponding management practices can suggest measures to improve their academic adaptability. Based on grounded theory, this paper first summarizes the four main factors affecting the academic adaptation of international students, then uses structural equation modeling to construct a model of academic adaptation of international students that is tested and verified by a questionnaire survey of 2540 international students in China (51% male, 49% female). The main conclusions of this paper are as follows: (1) learning communication, course learning, and self-regulation are the main factors affecting the academic adaptation of international students, of which course learning is the most important factor; (2) academic communication and course learning have significant positive effects on self-regulation, while academic communication, course learning, and self-regulation have significant positive effects on the academic adaptation of international students; and (3) there was no significant difference in academic adaptation between genders, though there were significant differences by age. Among them, the mean score for overseas students is the largest for those older than 41 years (M = 4.79; SD = 0.33), showing that these students are most adaptable to study. Accordingly, this study advances policy suggestions for strengthening international students’ academic adaptation on the part of both universities and the government to improve the academic adaptation ability of international students in China.

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Section: First-level Nodesmentioning

confidence: 99%

Academic Adaptation of International Students in China: Evidence from the Grounded Theory and Structure Equation Model

Zhu

Yang

et al. 2022

Sustainability

View full text Add to dashboard Cite

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“…The teaching quality also needs to consider the tutor's study achievements, the university teachers' foreign language ability, the school curriculum system arrangement, the school scale, and other factors. Among these, the international language preparatory course can effectively capture policy-driven talent opportunities in China and improve the quality of the employment export of Chinese students [47,48].…”

Section: Training Systemmentioning

confidence: 99%

Survey Study of the Cultural Integration of International Students in East China under Ecosystem Theory

Zhu

Wan

et al. 2022

Sustainability

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With the gradual formation of the open pattern of higher education, the issue of the cultural integration of international students has attracted increasing attention. This paper conducts a questionnaire survey of 2000 international students in East China and used factor analysis and structural equation modeling to determine the effects of life adaptation, interpersonal communication, and the training system on cultural integration, with possible moderation by study adaptation to explore the cultural integration of international students. The study found that the cultural integration of international students is jointly affected by multiple realistic factors, among which life adaptation and interpersonal communication are the primary factors. Furthermore, the training system has an important impact on the cultural integration of international students through study adaptation. Accordingly, we argue that universities should strengthen the informal organization and guidance of international students, enhance individual adaptability, promote international exchange, cooperation, and policy regulation of international students, and improve their training system. Moreover, efforts are needed to improve the study adaptability of international students so as to comprehensively address the problem of the cultural integration of international students and improve their education level.

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International Students Labour and School Attendance: Evidence from China

Cited by 2 publications

References 32 publications

Academic Adaptation of International Students in China: Evidence from the Grounded Theory and Structure Equation Model

Academic Adaptation of International Students in China: Evidence from the Grounded Theory and Structure Equation Model

Survey Study of the Cultural Integration of International Students in East China under Ecosystem Theory

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