Flexible Citizens or Disconnected Transmigrants? Chinese Student-Turned-Migrants in and Their Discourse on , Flexibility, and

2016 ◽  
pp. 227-242 ◽  
Author(s):  
Peidong Yang
Keyword(s):  
Chinese Student

Exploring Chinese Students’ Push and Pull Motivations in Influencing Life Satisfaction and General Well-being in Thailand

2019 ◽  
Vol 7 (3) ◽  
pp. 178-184
Author(s):  
Cheng-Yi Kuo ◽  
Jehn-Yih Wong
Keyword(s):  
Life Satisfaction ◽  
Personal Growth ◽  
Chinese Students ◽  
Well Being ◽  
Chinese Student ◽  
Jel Classification ◽  
Mental Wellness ◽  
Push And Pull ◽  
Push Factor ◽  
Practical Implications

Objective - General well-being (GWB) is important for students’ mental wellness. This paper explores the motivations of Chinese students who study in Thailand and applies the push and pull model to explain how motivations influence life satisfaction (LS) and GWB. Methodology/Technique – 398 convenience samples from Dhurakij Pundit University were analysed. Finding - The results show that ‘personal growth’ is the most important push factor for motivation, whereas ‘the convenience to go to other cities’ is the most important pull factor for motivation. Moreover, overseas study motivations positively influence LS and GWB. Novelty - The theoretical and practical implications and study limitations are also discussed herein. Type of Paper: Empirical. Keywords: Push and Pull Theory; Life Satisfaction; General Well-being; Chinese Student; Thailand. Reference to this paper should be made as follows: Yi, C; Kuo; Yih, J; Wong. 2019. Exploring Chinese Students’ Push and Pull Motivations in Influencing Life Satisfaction and General Well-being in Thailand, Global J. Bus. Soc. Sci. Review 7 (3): 178 – 184. https://doi.org/10.35609/gjbssr.2019.7.3(2) JEL Classification: M10, M14, M19.

scholarly journals Chinese students’ participation: the effect of cultural factors

2014 ◽  
Vol 56 (5) ◽  
pp. 430-446 ◽  
Author(s):  
Chris S. Hodkinson ◽  
Arthur E. Poropat
Keyword(s):  
Teaching Effectiveness ◽  
Educational Achievement ◽  
Chinese Students ◽  
Educational Practice ◽  
Chinese Student ◽  
Future Research ◽  
Electronic Interaction ◽  
Content Type ◽  
Cultural Elements ◽  
The Impact

Purpose – The purpose of this paper is to provide for Western educators of international Chinese and Confucian Heritage Culture (CHC) students the first integrated review of kiasu, the “fear of missing out”, and its consequences for learning, teaching, and future research. Design/methodology/approach – A review of the economic importance of international Chinese students is provided, followed by consideration of the pedagogical consequences of restricted participation in educational activities by the so-called “silent Chinese student”. Examination of research on international Chinese students and their source cultures established significant gaps and misunderstandings in the generally accepted understandings of CHCs, especially with respect to the actual practices used in Western and Chinese teaching. More importantly, the participation-related implications of kiasu within the context of broader cultural characteristics are described and implications drawn for teaching practices and research. Findings – While many Western university teachers are aware of the “silent Chinese student” phenomenon, few understand its underlying reasons, especially the kiasu mindset and its relationship to other cultural elements. Kiasu actively impedes the interaction of international Chinese students with their teachers and restricts collaboration with peers, thereby limiting educational achievement. Specific tactics for amelioration are reviewed and recommendations are provided, while an agenda for future research is outlined. Practical implications – Western teachers need to normalise and encourage Chinese student participation in class activities using tactics that have been demonstrated to improve outcomes for Chinese students, but that also assist students generally. These include both within-class and electronic interaction tools. Social implications – More culturally sensitive understanding of the impact of cultural differences on teaching effectiveness. While some effective responses to these already exist, further research is needed to expand the skill-set of Western teachers who work with international Chinese students. Originality/value – This paper provides the first systematic integration of the kiasu phenomenon with educational practice and research.

The Chinese Student—Acculturation and Mental Illness

Psychiatry ◽  
1975 ◽  
Vol 38 (3) ◽  
pp. 269-277 ◽  
Author(s):  
Peter G. Bourne
Keyword(s):  
Mental Illness ◽  
Chinese Student

Hepatitis in a Chinese Student

1988 ◽  
pp. 216-226
Author(s):  
Robert Kirkpatrick
Keyword(s):  
Chinese Student

A Cross-Cultural Validation of the Learning-Related Boredom Scale (LRBS) With Canadian and Chinese College Students

2012 ◽  
Vol 31 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Virginia M. C. Tze ◽  
Robert M. Klassen ◽  
Lia M. Daniels ◽  
Johnson C.-H. Li ◽  
Xiao Zhang
Keyword(s):  
Measurement Invariance ◽  
Culturally Diverse ◽  
Chinese Student ◽  
Cross Cultural ◽  
Chinese College Students ◽  
Self Regulated Learning ◽  
School Settings ◽  
Confirmatory Factor ◽  
Cultural Validation ◽  
Multigroup Confirmatory Factor Analysis

This study evaluated the psychometric properties of the Learning-Related Boredom Scale (LRBS) from the Academic Emotions Questionnaire (AEQ; Pekrun, Goetz, & Perry, 2005; Pekrun, Goetz, Titz, & Perry, 2002) in a sample of 405 university students from Canada and China. Multigroup confirmatory factor analysis was used to test the factor structure and measurement invariance of the LRBS across cultural settings, after which the relationships between the LRBS, boredom frequency in class, intrinsic motivation, and self-efficacy for self-regulated learning (SESRL) were examined. Results showed evidence of reliability and measurement invariance of the LRBS, and the relationships between the LRBS, boredom frequency, and SESRL were similar across settings. The study thus provided evidence that learning-related boredom is a valid construct across culturally diverse school settings and supported the use of the LRBS in both Canadian and Chinese student populations.

Translating the Translational: A Comparative Study of the Taiwanese and Mainland Chinese Translations of Xiaolu Guo's A Concise Chinese-English Dictionary for Lovers

2021 ◽  
Vol 30 (1) ◽  
pp. 1-29
Author(s):  
Flair Donglai Shi
Keyword(s):  
World Literature ◽  
English Language ◽  
Chinese Literature ◽  
Mainland China ◽  
Chinese Student ◽  
Visual Design ◽  
Student Writing ◽  
Minor Literature ◽  
Mainland Chinese ◽  
Translational Strategies

The untranslatability of this particular novel does not come from the ‘resistant singularity’ claimed by world literature scholars like Emily Apter, but has to do instead with its inherently translational nature as a novel about intercultural (mis-)communication. Comparative close readings of the three versions published in Britain, Taiwan, and mainland China focus on paratexts, intra-textual visual design, and specific translational strategies. Caught between the established traditions of diasporic Chinese literature and liuxuesheng wenxue (‘overseas Chinese student writing’), A Concise Chinese-English Dictionary for Lovers and its Chinese-language translations offer insights into the dialectic between ‘minor’ literature and ‘world’ literature, discussed here with a particular focus on the global hegemony of the English language.

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