Reciprocal Relations Between Chinese Students’ Beliefs of Competence, Effort Goal, and Academic Achievement

2016 ◽  
pp. 319-335 ◽  
Author(s):  
Alexander Seeshing Yeung ◽  
Feifei Han ◽  
Frances Lai Mui Lee
Keyword(s):  
Academic Achievement ◽  
Chinese Students ◽  
Reciprocal Relations

Reciprocal relations between grit and academic achievement: A longitudinal study

2019 ◽  
Vol 71 ◽  
pp. 13-22 ◽  
Author(s):  
Wen Jiang ◽  
Ziyao Xiao ◽  
Yanan Liu ◽  
Kening Guo ◽  
Jiang Jiang ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Longitudinal Study ◽  
Reciprocal Relations

Interpreting the relationships between TOEFL iBT scores and GPA: Language proficiency, policy, and profiles

2017 ◽  
Vol 35 (2) ◽  
pp. 271-295 ◽  
Author(s):  
April Ginther ◽  
Xun Yan
Keyword(s):  
Academic Achievement ◽  
Language Proficiency ◽  
English Language ◽  
Chinese Students ◽  
Grade Point ◽  
Undergraduate Admissions ◽  
Mainland Chinese ◽  
Cluster Analyses ◽  
Admissions Policy ◽  
Toefl Ibt

This study examines the predictive validity of the TOEFL iBT with respect to academic achievement as measured by the first-year grade point average (GPA) of Chinese students at Purdue University, a large, public, Research I institution in Indiana, USA. Correlations between GPA, TOEFL iBT total and subsection scores were examined on 1990 mainland Chinese students enrolled across three academic years (N2011 = 740, N2012 = 554, N2013 = 696). Subsequently, cluster analyses on the three cohorts’ TOEFL subsection scores were conducted to determine whether different score profiles might help explain the correlational patterns found between TOEFL subscale scores and GPA across the three student cohorts. For the 2011 and 2012 cohorts, speaking and writing subscale scores were positively correlated with GPA; however, negative correlations were observed for listening and reading. In contrast, for the 2013 cohort, the writing, reading, and total subscale scores were positively correlated with GPA, and the negative correlations disappeared. Results of cluster analyses suggest that the negative correlations in the 2011 and 2012 cohorts were associated with a distinctive Reading/Listening versus Speaking/Writing discrepant score profile of a single Chinese subgroup. In 2013, this subgroup disappeared in the incoming class because of changes made to the University’s international undergraduate admissions policy. The uneven score profile has important implications for admissions policy, the provision of English language support, and broader effects on academic achievement.

scholarly journals How Do Chinese Students Adapt to Live Overseas?

2020 ◽  
Vol 4 (11) ◽  
Author(s):  
Heng Xi
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Study Abroad ◽  
Language Proficiency ◽  
Chinese Students ◽  
Social Experience ◽  
Education Academic ◽  
Culture And Language

In today's society, more and more students choose to study abroad. This paper focuses on illustrating that why Chinese students cannot adapt new environment easily from two main aspects which are academic achievement and social experience. In academic achievement section, this paper explains students’ motivations, education background, culture, and language proficiency. Since many Chinese students come to American to obtain higher education, academic achievement is the essential part of this paper. In social experience, there are two aspects: different culture and English problems.

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