Browsing by Subject "International students"
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Item Clinical implications for counseling international students(2019-05-08) Rabinowitz, Karina Dawn; Awad, Germine H.The present paper presents an overview of the challenges international students report commonly facing during international study, the impact these experiences have on the mental health of the international student community, and clinical implications of these factors for counseling with international students in a college and university counseling center context. Common concerns for international students such as acculturative stress, language barriers, academic challenges, lack of support system discrimination, and financial concerns are reviewed. The mental health ramifications related to these experiences as well as the barriers to help seeking reported by international students are connected to suggestions for practice that may improve the experiences of clinicians, international students, and university faculty and staff alikeItem College readiness without borders : a real-world evaluation model for foundation year programs(2018-06-19) Calder, Marisa Claire; Lentz, Erin C.In recent years, Foundation Year Programs (FYP) for international students have become increasingly popular at U.S. universities. Most pre-college programs for international students consist of pathway programs that offer conditional admission to the university upon completion. At the same time, stand-alone pre-college FYPs where admission to the host university is not guaranteed, particularly for government-sponsored students from the Middle East, are on the rise. However, the growth of these programs has not yet lead to a standardized definition of what holistic college readiness looks like for international students, who have significantly different needs than domestic students in language proficiency, cultural adjustment, and other areas. There is also a significant gap in the literature about how best to evaluate the effectiveness of FYPs given the unique constraints of these programs, particularly the lack of available data on students before and after the FYP. This paper aims to fill this gap by creating a holistic college readiness standard for international students. This standard draws on the Deardorff process model for intercultural competence,1 the Texas College and Career Readiness Standards2 and relevant literature. Additionally, this paper analyzes seven cases of past evaluations of bridge, pathway, and FYPs to develop recommendations for a real-world evaluation model for FYPs where more typical longitudinal or experimental methods of evaluation are unavailableItem The future in the lives of Turkish international sojourners studying in America : the role of future time perspectives and possible selves in explaining motivation to learn English(2013-08) Uslu Ok, Duygu; Schallert, Diane L.Previous research using future time perspective or possible selves frameworks provided evidence that learners with definite and elaborate goals, and future self-guides are more motivated in school tasks (Reeve, 2009; Yowell, 2000), exert more effort, demonstrate persistence, and show greater performance (De Volder & Lens, 1982; Lens et al., 2002; Simons et al., 2000), and learners with positive possible selves were better able to face failure, demonstrated better performance, had higher levels of self-esteem, showed more persistence on tasks, and depicted greater motivation (Cross & Markus, 1994; Oyserman et al., 2004; Unemori et al., 2004). The purpose of this study was to investigate the role of future orientation constructs, future time perspective and possible selves, on Turkish college level learners' motivation to learn English and their identity construction, and how future projections of themselves as L2 users (the ideal L2 self, the ought-to L2 self, and feared L2 self) impacted their motivation to learn English and their identities. A total of 299 Turkish graduate students studying in the United States participated in the study. Also, this study examined the extent to which adding a measure of the feared L2 self construct contributed to explaining motivation to learn English and identity construction. The data were collected via surveys and interviews, and they were analyzed quantitatively, using qualitative data for triangulation. Findings suggested that the L2 motivational self-system (Dornyei, 2005, 2009) contributed to explaining Turkish learners' motivation to learn English and their oriented identities. Also, adding a feared L2 self variable to measures of the L2 motivational self system could help explain learners' identity construction but not their language learning motivation. In addition, future time perspective connectedness and value were not useful in explaining the L2 motivation, but future connectedness was found to be related to the ideal L2 self and feared L2 self, and valuing the future goals was related to the ought-to L2 self. Qualitative data showed that learners presented combination of several identities, including national and oriented. They imagined themselves as professional and successful English users, and their L2 related worries included losing their native language and being seen as "assimilated" or as "showing off" individuals.Item Homework, hostility, or happy hour? : testing predictors of domestic students’ attitudes toward international students(2020-06-22) Rabinowitz, Karina Dawn; Awad, Germine H.; McCarthy, Christopher J; Pituch, Keenan A; Thiagarajan, Monica SThe purpose of the current study is to better understand factors that influence U.S. domestic students’ attitudes toward and willingness to engage with international students. Despite increasing international student enrollment on U.S. university campuses (IIE, 2018) and international students’ well-documented frustration with campus culture (e.g., Ward, Boschner, & Furnham, 2005), there is an increasing need to better understand the factors that influence domestic students’ unenthusiastic, and occasionally antagonistic, reactions to the international community. The purpose of the current study is to test established predictors of prejudice against international students (i.e., intergroup anxiety, intercultural communication emotions, realistic threats, symbolic threats, negative stereotype endorsement, quantity and quality of contact, and social dominance orientation) as well as several individual level variables (i.e., gender, race, academic college) to better understand domestic student attitudes and inform future interventions aimed at supporting domestic-international student relationships. Hierarchical linear regressions were used to analyze data from four hundred and sixty-six domestic U.S. undergraduate students who responded to online surveys addressing these constructs. Results revealed that identifying as a woman and having experienced high-quality contact with international students predicted more positive general evaluations of international students. However, higher degrees of intergroup anxiety and intercultural communication emotions as well as higher quantity of contact with international students predicted a decrease in general evaluations. The current investigation also found that identifying as a woman, identifying as Latinx, and experiencing high-quality contact with international students predicted both academic and social willingness to engage with international students. Greater perception of realistic threats from international students and higher degrees of intercultural communication emotion endorsement predicted a decrease in willingness to engage socially and academically with international students. Implications for U.S. universities and future interventions are discussed.Item Where you go and whom you ask? A study of source selection and usage in Chinese international students' health information behavior(2016-05) Xin, Yi, M.A.; Kahlor, LeeAnn; Pounders, KatePast literature has established that international students underutilized university health and counseling services despite of the perceived health needs and special health problems arise from the acculturation process. The gap between perceived needs and subsequent health information seeking actions has been found to be especially significant in the Chinese international student subgroup. This study looks into Chinese international students' source selection decisions and influencing factors in the process of health information seeking, and employs qualitative template analysis method built upon the theoretical framework of Comprehensive Model of Information Seeking (CMIS). Analysis reveals a set of user and source related factors and evaluative criteria used in decision-making including source quality, availability, understandability, cultural sensitivity and relevancy and utility. The least-effort principle is supported, while language and cultural dimensions are also found to mediate the cost-benefit analysis by affecting relevancy judgment, which altogether result in the prioritization of self-care methods and the underutilization of professional healthcare sources.