ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationships between Stress and Psychosocial Factors with Sources of Help-Seeking among International Students
Author: Becker, Martin A. Swanbrow
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Anxiety,Psychological Patterns,Help Seeking,Foreign Students,Coping,Stress Variables,Stress Management,Sense of Community,Undergraduate Students,Graduate Students,Student Attitudes,Social Integration,Student School Relationship,Student Participation,Social Support Groups

This study explored the prevalence of stressors and their impact on distress for international students who did not seek help, those who sought either informal or professional help, and those who accessed both informal and professional help. Results indicated that international students underutilize professional support services when faced with serious stressors, such as assaults, and often do not seek help from any source for those stressors contributing most to their overall distress. Those endorsing higher levels of belonging, sense of coherence, mindfulness, academic and social integration and their sense of connection to their university tend to turn to informal sources of support, while those with lower levels tend to turn to professional supports. Implications for prevention, outreach, and clinical practice are discussed.
Iranian Student Experience Pursuing Admission to Universities in the United States
Author: Hefner-Babb, Theresa S.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Admission,Foreign Students,Phenomenology,Graduate Students,Masters Programs,Doctoral Programs,Foreign Countries,Student Attitudes,Barriers,Educational Experience,Admission Criteria

This qualitative phenomenological study investigated the challenges faced by Iranian students during the admissions process at a mid-size southern university in the United States. Researchers used a convenience sample from Iranian masters and doctoral degree applicants admitted for the 2015-2016 academic year. Using face-to-face interviews researchers collected responses from seven Iranian students currently in the first year of their graduate programs. The overarching question guiding the study concentrated on the challenges experienced by Iranian students during the university admissions process. Focused questions included a discussion of specific challenges faced by Iranian students. The results from the interviews led the researchers to common themes that resonated across all three focused questions and a student recommendation on ways to streamline the process.
International Graduate Student Labor as Mergers and Acquisitions
Author: Cantwell, Brendan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,Graduate Students,Student Experience,Teacher Student Relationship,Laboratories,Research Assistants,Scientific Research,Conflict,Student Employment,Power Structure

This study critically examines the self-reported experiences of international graduate students using a framework understanding internationalization as acquisitions and mergers. Students reported positive experiences with their advisors. However, students' accounts of laboratories and other research settings were diverse, ranging from co-contributors to knowledge and respected collaborators to employed cheap labor that their advisors depended upon for their own gains. In some cases, these students feared that their funding would be cut off or dismissed from the program (and consequently deported from the US) if they challenged their advisors. Whether such apprehensions were valid is unknown as this study focused on perceptions of the students only. The findings do lead to important future directions for research and practice.
International Graduate Students&apos; Challenges and Learning Experiences in Online Classes
Author: Karkar-Esperat, Tala Michelle
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,Graduate Students,Online Courses,Asynchronous Communication,Barriers,Student Experience,Language Proficiency,English (Second Language),Social Isolation,Teacher Competencies,Student Motivation,Technology Uses in Education,Educational Technology,Value Judgment,Student Attitudes

The purpose of this case study was to identify the learning experiences and examine the challenges facing three international graduate students enrolled in online, asynchronous classes in an American public university. Applying the lens of constructivism, data were collected from a questionnaire, semi-structured interviews, and a focus group. Findings from the study indicate that the students faced challenges with English language proficiency, isolation, instructor's lack of experience, and a lack of motivation to study in online classes. Notwithstanding, students described flexibility and convenience as key factors of the learning experiences in a virtual classroom. Implications for administrators and course designers in understanding student perspectives of online classes and best practices for conducting asynchronous classes are provided.
The Institutional Determinants of Internationalization: The Cases of Study Abroad Participation and International Student Enrollment
Author: Marks, Jonathan
Date: 2018-00-00
Type: Journal Articles
Subjects: Global Approach,Cultural Awareness,Study Abroad,College Students,Student Participation,Foreign Students,Enrollment,Correlation,Gender Differences,Racial Differences,Ethnicity,White Students

Globalization, global citizenship, and cross-cultural competence are central to the mission of post-secondary institutions. In this paper, we examined study abroad participation rates and international student enrollments to understand the determinants that drive critical components of campus internationalization. We identified possible explanatory variables for study abroad participation and international student enrollment, conducting regression analyses to assess the relationships between variables. We found that several explanatory variables were significantly related to study abroad participation and international student enrollment. Models showed differences in how variables could be used to predict study abroad participation and international enrollment at different kinds of schools.
Using Bronfenbrenner&apos;s Ecological Approach to Understand Academic Advising with International Community College Students
Author: Zhang, Yi Leaf
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,Academic Advising,Community Colleges,Two Year College Students,Student Characteristics,Environmental Influences,Faculty Advisers,Experience,College Environment,Interaction,School Policy,Cultural Differences,Language Usage,Adjustment (to Environment),Peer Influence,Academic Records

This study focuses on advising international students in a Texas community college. Guided by Bronfenbrenner's ecological model, I explored how academic advising with international students was shaped by individual backgrounds and environmental influences. I utilized a qualitative research design and analyzed information collected from interviews with 20 academic advisors and 15 international students at the community college. The findings of the study revealed factors in each subsystem of the model that may exert an important impact on international students' experiences in advising and academic success. The findings can provide a valuable lens for advisors to better understand the challenges of working with international students and unveil forthcoming experiences for prospective international students.
The Outcomes of the Community Cooking Workshops for International Students at Simon Fraser University
Author: Luongo, Gabriella
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooking Instruction,Nutrition Instruction,Health Promotion,Workshops,Community Programs,Foreign Students,College Students,Behavior Change,Outcomes of Education,Eating Habits,Sense of Community,Student Attitudes

The Community Cooking Workshops (CCWs) are free, bi-weekly, hands-on, cooking and nutrition education workshops for international students facilitated by the Simon Fraser University (SFU) Peer Health Educators (PHEs). The impacts of the CCWs on international student nutrition knowledge, behavior change, and social outcomes were examined. Data was collected and coded from five Spring 2016 CCWs through workshop evaluation forms (n=87, 93% response rate) and nine semi-structured interviews with international student participants. Participants reported changes in eating behavior and knowledge (all food should be consumed in moderation, with variety) and improved sense of community. Future research should assess the long-term impacts of cooking workshops in postsecondary institutions on diet quality, cooking skills, social connectedness, and international student wellbeing.
&quot;They Make No Contribution!&quot; versus &quot;We Should Make Friends with Them!&quot;--American Domestic Students&apos; Perception of Chinese International Students&apos; Reticence and Face
Author: Zhu, Yi
Date: 2018-00-00
Type: Journal Articles
Subjects: Asians,Foreign Students,Student Attitudes,Undergraduate Students,Vignettes,English (Second Language),Language Proficiency,Second Language Learning,Perspective Taking,Stereotypes,Intercultural Communication,Racial Bias,Negative Attitudes,Correlation,Classroom Communication

This project examined both quantitative and qualitative data about how American domestic undergraduates perceived Chinese international students' (CISs) reticence and face concerns. A quasi-experimental design about American students' ratings of a fictional CIS described in scenarios demonstrated that the reticent CIS was rated as more typical, less likable, and less socially-approved. A thematic analysis of American students' impression about CISs suggested: 1) some Americans stigmatized CISs due to their poor English and reticence in classroom; 2) others were more open minded to approach CISs' reticence with intercultural communication competence by taking CISs' perspective. The findings indicated: the stereotype that typical CISs are reticent leads to Americans' negative evaluations of CISs; while perspective-taking skills resulted in better intercultural-communication experience.
Writing Gravity: International Female Graduate Students&apos; Academic Writing Experiences
Author: Eldaba, Abir Aly
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,Academic Discourse,Coping,Writing (Composition),College Students,Writing Assignments,Self Efficacy,English (Second Language),Second Language Learning,Writing Skills,Graduate Students,Disadvantaged,Student Attitudes,Writing Evaluation

In a critical study, researchers explored academic writing experiences of three international female graduate students at a southern U.S. university in order to understand their perspectives of themselves as writers across cultures, their experiences with academic writing, and their coping strategies for academic writing assignments. Findings revealed participants' challenges and self-doubts about second-language writing abilities. Participants both challenged disconfirmation of their writing and at times were submissive as they negotiated a graduate degree program. The study demonstrates need for universities to recognize marginalized groups' knowledge and ways of knowing and to create spaces to discuss new possibilities for academic writing experiences among international students.
Validity of Fitbit Charge 2 in Controlled College Physical Education Settings
Author: Keating, Xiaofen D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Fitness,Physical Education,Undergraduate Students,Measurement Equipment,Validity,Physical Activity Level,Gender Differences,Team Sports,Error of Measurement,Physical Activities,Foreign Countries

Purpose: The study aimed to determine the validity of the Fitbit Charge 2 (FC2) for measuring PA steps in college physical education settings using the Yamax SW-200 (YX) as the criterion device. Methods: Undergraduate students (n = 17) worn both FC2 and YX in two conditions (i.e., controlled and college physical education settings). The absolute value of average percent error (APE) was calculated to evaluate the agreement between FC2 and YX in both conditions. Results: FC2 estimates of total steps in walking, jogging, and running in the controlled condition were within acceptable range (i.e., APE &lt; 5%) without gender difference. However, FC2 tended to overestimate total steps per class in physical education teaching football and baseball units, and gender difference was significant while no difference in sport units were shown. Conclusions: FC2 revealed promising validity evidence measuring total steps in a controlled setting and its validity may be questionable in college physical education settings where student physical activity patters are irregular.
Influential Factors in the College Decision-Making Process for Chinese Students Studying in the U.S.
Author: Rafi, Madeline A.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Foreign Students,Asians,College Choice,Study Abroad,Decision Making,Parent Influence,Reputation,Institutional Characteristics,Achievement Rating,Higher Education,Student Attitudes,Student Recruitment,Agencies

For more than 1,043,839 international students, the United States is the destination of choice to pursue higher education. Although Chinese students account for almost one in three international students in the U.S., there are many unknowns about the influential factors behind their college decision. This qualitative study explores the self-described most important factors for Chinese students' decision to attend college in the U.S. and the sources they seek to make their decision. This study found (1) parents are the most influential factor in the decision to attend college in the U.S., (2) students place great importance on rankings, and (3) in hindsight, students wish they focused less on rankings and did not need help from agencies when applying to colleges.
&quot;Motehen&quot;: A Case Study of Shifting Perceptions of Japanese Masculinity and Desirability through Study Abroad
Author: Morinaga-Williams, Elisabeth
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Foreign Students,Asians,Males,Study Abroad,Masculinity,Attitude Change,Student Attitudes,Outcomes of Education,Case Studies,Interpersonal Attraction,Self Concept,Sex Role

Topics of gender, sexuality and desirability have become prominent themes in study abroad research, particularly when exploring the experiences of Japanese women overseas. However, little research has explored the gendered experiences of Japanese male international students. This paper presents the case study of Ki, a young Japanese man who studied abroad in the United States. During his sojourn, Ki experienced a significant shift in his perceptions of masculinity and desirability through clashes with essentialized Western romantic practices and gender norms. This article critically examines discriminatory discourses of Japanese heterosexual masculinity and argues that colliding with these discourses negatively altered Ki's view of himself as a desirable romantic partner both during his sojourn and upon his return to Japan.
Multilingual and Multimodal Repertoires as Part of Identity Management on Facebook: A Case of International Students
Author: Solmaz, Osman
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Foreign Students,Bilingual Students,Study Abroad,Self Concept,Social Media,Semiotics,Interpersonal Relationship,Social Networks,Language Usage,Second Languages,Multilingualism

The present study examines the multilingual and multimodal repertoires of international graduate students on Facebook, displaying how semiotic and linguistic resources are employed to index multiple aspects of their identity in social media. Drawing on data from semi-structured interviews and social media data of participants, this paper reveals that multilingual students frequently engage in linguistic and multimodal practices by mobilizing a great diversity of semiotic resources in their networks. The findings highlight that international students effectively use their repertoires to deal with a multitude of audiences and build identification performances signaling local and global affiliations. In this respect, the study contributes to the current thinking and investigation of identity management in social media through a mixed-methods approach including social network analysis.
Stress-Driven Spending: Correlates of International Students&apos; Adjustment Strains and Compulsive Online Buying
Author: Lou, Yana
Date: 2018-00-00
Type: Journal Articles
Subjects: Stress Variables,Purchasing,Foreign Students,Student Adjustment,Self Esteem,Internet,Acculturation,Prevention,Behavior Problems,Psychological Patterns,College Students,Student Attitudes,Factor Analysis,Correlation

We investigated international students' stress-driven spending behavior by focusing on the psychological and behavioral consequences of the strains they experience during the adjustment process in the U.S. We found that certain adjustment strains significantly lowered international students' self-esteem, which further affected their happiness and engagement in compulsive online buying. This study highlights the importance of understanding underlying drivers and consequences of international students' adjustment strains to facilitate better adaptation to a foreign culture and to prevent negative consumption tendencies.
Powerful Knowledge and the Textbook
Author: Platt, Nicky
Date: 2018-00-00
Type: Journal Articles
Subjects: Textbooks,Textbook Content,Textbook Publication,Neoliberalism,Social Justice,Foreign Countries,Educational Change,Resistance to Change,Curriculum,Textbook Standards

This article draws on experience both within commercial textbook publishing and on textbook-development projects at the UCL Institute of Education to interrogate the current dynamics of 'neoliberal' edu-business (after Ball, 2012). The author discusses some damaging limitations inherent in publishing coursebooks predicated on what Young and Muller (2010) term a 'Future 2' approach, and outlines the potential benefits of classroom materials that allow 'knowledge' and 'text' back in. The discussion is situated mainly in the context of England, where a subject-specialist approach to teaching and learning is strongly advocated in the policy environment.
Rethinking Teaching and Teachers: Bringing Content Back into Conversation
Author: Deng, Zongyi
Date: 2018-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Educational Philosophy,Teaching Methods,Course Content,Individual Development,Curriculum Development,Teacher Role

The question of content -- that is, knowledge in the curriculum -- has all but disappeared from global policy and academic discourses concerning teaching and teachers. Invoking the work of Michael Young and his colleagues concerning 'bringing knowledge back in', Bildung-centred Didaktik, and Joseph J. Schwab's curriculum thinking, this article attempts to bring content back into the conversation on teaching and teachers. The discussion yields an educational, curricular understanding of teaching and teachers by making three arguments. First, teaching (content) is an 'intergenerational' task vital for social reproduction and innovation. Second, teaching, by way of a meaningful encounter between content and students, contributes to their self-formation and the development of human powers and dispositions. Third, teaching is a practical, interpretive act that calls for curriculum thinking that is centred on the 'what' (content) and 'why' (purpose) of teaching.
Curiosity and Autonomy as Factors That Promote Personal Growth in the Cross-Cultural Transition Process of International Students
Author: Cankaya, Elif Merve
Date: 2018-00-00
Type: Journal Articles
Subjects: Personality Traits,Personal Autonomy,Foreign Students,Individual Development,Student Motivation,Predictor Variables,Graduate Students,Structural Equation Models

This study explores measures of curiosity and autonomy as two motivation and personality predictors of personal growth initiative (PGI), an indicator of cross-cultural adjustment. The sample comprised 221 international graduate students. Structural equation modeling was utilized to identify the relations among self-perceived language skills, curiosity, autonomy, and PGI. The results indicate that perceived language skills and autonomy promote curiosity, which in turn facilitates PGI. Implications are suggested to facilitate the adaptation of international students.
Exploring the Academic English Socialization of International Graduate Students in Taiwan
Author: Lan, Shu-Wen
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Graduate Students,English for Academic Purposes,Socialization,Communities of Practice,Racial Bias,Student Experience

Through 24 semi-structured interviews with non-native English-speaking (NNES) international graduate students, this study explores their academic English socialization experiences in Taiwan guided by Lave and Wenger's (1991) community of practice framework and Lee and Rice's (2007) concept of neo-racism. Throughout a complicated academic English socialization process, newcomers became increasingly competent in communicating with the university community in English. However, this process was not unproblematic; challenges included differential welcome and treatment, a relative lack of interaction with Taiwanese peers or students outside their own ethnic groups, and negative perceptions of their accents and non-fluent English. Findings suggest a need to stimulate deeper reflection on international students' experiences in host communities, where they are increasingly the targets of nationality-based discrimination.
Hindsight Is 20/20 Vision: What International Students Wished They Had Known before Coming to Live and Learn in Ireland
Author: Farrelly, Tom
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,Foreign Countries,Student Attitudes,English (Second Language),Second Language Learning,Language Tests,Information Sources,Student Characteristics,Daily Living Skills,Knowledge Level,Irish,Social Adjustment,Educational Environment,Social Integration,Study Abroad

This article reports on a survey (n=573) of international students who were attending one of a group of five higher education institutes (HEIs) in the south of Ireland. This study sought to identify what knowledge these students had about their host country before coming to Ireland. In this study, we also attempted to identify what aspects of living and learning in Ireland these students wished they had known about before they left their home countries. Finally, we discuss the types of academic, socio-cultural and practical resources that both welcoming colleges and international students should consider prioritising before departure, so as to truly help the transition from a home to host country.