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International students’ academic satisfaction and turnover intentions
Quality Assurance in Education ( IF 1.5 ) Pub Date : 2019-10-14 , DOI: 10.1108/qae-01-2019-0001
Neena Gopalan , Nicholas J. Beutell , Wendy Middlemiss

This study aims to investigate international students’ cultural adjustment, academic satisfaction and turnover intentions using ecological systems perspective and explores factors that affect academic success and turnover by exploring three stages: arrival, adjustment and adaptation.,The sample consists of 208 international students enrolled at a mid-Western university in the USA. Confirmatory factor analysis, structural equation modeling and mediational analyses were used to test hypotheses.,Findings indicate that self-efficacy, as a pre-sojourn characteristic, affects adjustment variables inclusive of cultural adjustment, affecting academic satisfaction and turnover intentions. Adjustment variables (coping, cultural adjustment and organizational support) mediated relationships between self-efficacy and turnover intentions.,The proposed model moves the research forward by examining an ecological systems framework describing how individual, social, academic, cultural and institutional factors function in supporting international students’ transitions. Results may be generalizable to other large US universities with varying dynamics and resources available (or not) for international students.,Given the challenges international students face in the USA in adapting to both new culture and academic setting, it is imperative to identify what elements of their transition and academic environment predict academic success. This is one of the first studies testing the propositions derived from Schartner and Young’s (2016) model.

中文翻译:

留学生的学业满意度和离职意愿

这项研究旨在利用生态系统的角度调查国际学生的文化适应,学业满意度和离职意向,并通过考察到达,调整和适应三个阶段来探讨影响学业成功和离职的因素。该样本包括208名国际学生美国的中西部大学。研究结果表明,自我效能感作为旅居前的特征,会影响包括文化适应在内的适应变量,影响学业满意度和离职意向。调整变量(应对,文化调整和组织支持)介导了自我效能与离职意图之间的关系。通过研究描述个体,社会,学术,文化和制度因素在支持国际学生过渡方面如何发挥作用的生态系统框架,提出的模型使研究向前发展。研究结果可能会推广到其他美国大型大学,但国际学生的动态和资源却各不相同。鉴于国际学生在美国在适应新文化和学术环境方面所面临的挑战,必须确定哪些要素他们的过渡和学业环境预示着学业的成功。这是测试源自Schartner and Young(2016)模型的命题的首批研究之一。文化和制度因素在支持国际学生过渡中起作用。研究结果可能会推广到其他美国大型大学,但国际学生的动态和资源却各不相同。鉴于国际学生在美国在适应新文化和学术环境方面所面临的挑战,必须确定哪些要素他们的过渡和学术环境预示着学术成功。这是测试源自Schartner and Young(2016)模型的命题的首批研究之一。文化和制度因素在支持国际学生过渡中起作用。研究结果可能会推广到其他美国大型大学,但国际学生的动态和资源却各不相同。鉴于国际学生在美国在适应新文化和学术环境方面所面临的挑战,必须确定哪些要素他们的过渡和学术环境预示着学术成功。这是测试源自Schartner and Young(2016)模型的命题的首批研究之一。鉴于美国的国际学生在适应新文化和学术环境方面面临挑战,因此必须确定他们的过渡和学术环境中的哪些因素可以预测学术成功。这是测试源自Schartner and Young(2016)模型的命题的首批研究之一。鉴于美国的国际学生在适应新文化和学术环境方面面临挑战,因此必须确定他们的过渡和学术环境中的哪些因素可以预测学术成功。这是测试源自Schartner and Young(2016)模型的命题的首批研究之一。
更新日期:2019-10-14
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