International students’ academic satisfaction and turnover intentions

2019 ◽  
Vol 27 (4) ◽  
pp. 533-548 ◽  
Author(s):  
Neena Gopalan ◽  
Nicholas J. Beutell ◽  
Wendy Middlemiss
Keyword(s):  
Academic Success ◽  
International Students ◽  
Self Efficacy ◽  
Turnover Intentions ◽  
Cultural Adjustment ◽  
Ecological Systems ◽  
Equation Modeling ◽  
Academic Satisfaction ◽  
Content Type ◽  
The Usa

Purpose 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. Design/methodology/approach 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 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. Research limitations/implications 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. Originality/value 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.

Extrinsic motivation, workplace learning, employer trust, self-efficacy and cross-cultural adjustment

2019 ◽  
Vol 49 (6) ◽  
pp. 1232-1253 ◽  
Author(s):  
Van Thac Dang ◽  
Ying-Chyi Chou
Keyword(s):  
Workplace Learning ◽  
Self Efficacy ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Positive Impact ◽  
Theoretical Aspect ◽  
Cultural Adjustment ◽  
Cross Cultural ◽  
Equation Modeling ◽  
Content Type

Purpose The purpose of this paper is to investigate the effects of extrinsic motivation, workplace learning, employer trust and self-efficacy on foreign laborers’ cross-cultural adjustment. Design/methodology/approach This paper uses structural equation modeling to analyze the data from a sample of 258 Vietnamese laborers in Taiwan. Findings The results show a significantly positive impact of extrinsic motivation, workplace learning, employer trust and self-efficacy on cross-cultural adjustment. Originality/value The findings of this study provide important implications for academic researchers and organizations concerning management and development of successful foreign laborers. From a theoretical aspect, this study shows new evidence on the impacts of extrinsic motivation, workplace learning, employer trust and self-efficacy on foreign laborer cross-cultural adjustment. In addition, this study enriches theories in the field of self-determination motivation, workplace learning, trust and self-efficacy literature. From a practical aspect, this study provides implications for business managers to make better policies in training and managing foreign laborers.

scholarly journals Exploring the Relationship Among International Students' English Self-efficacy, Using English to Learn Self-efficacy, and Academic Self-efficacy

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Chih-hsuan Wang ◽  
Jamie Harrison ◽  
Victoria Cardullo ◽  
Xi Lin
Keyword(s):  
Academic Success ◽  
International Students ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Structural Equation ◽  
English Language ◽  
The United States ◽  
English Language Proficiency ◽  
Equation Modeling ◽  
Academic Self Efficacy

One of the major challenges for international students to pursue academic goals in the United States is English language proficiency, which often negatively affects academic success. Even students with confidence in their English language proficiency encounter challenges using English in class. Previous research indicates self-efficacy positively predicts English language proficiency and academic achievement. Therefore, the current study hypothesized a model using self-efficacy in using English to learn as a mediator between English and academic self-efficacy. The structural equation modeling results indicate English self-efficacy indirectly influenced international students’ academic self-efficacy through their using English to learn self-efficacy. Findings suggest using English and using English to learn self-efficacy are two distinct constructs. These results warrant academic English support for non-native English speaking international students.    

Credit card knowledge, social motivation, and credit card misuse among college students

2017 ◽  
Vol 35 (5) ◽  
pp. 842-856 ◽  
Author(s):  
Yam B. Limbu
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Credit Card ◽  
Structural Equation ◽  
Negative Relationship ◽  
Social Motivation ◽  
Equation Modeling ◽  
Imb Model ◽  
Content Type ◽  
The Usa

Purpose By applying the information-motivation-behavioral (IMB) skills model, the purpose of this paper is to examine the direct and indirect effects of credit card knowledge and social motivation on credit card misuse behavior mediated through credit card self-efficacy among college students in the USA. Design/methodology/approach A sample of 427 participants was surveyed. Structural equation modeling was used to assess the hypothesized model. Findings Credit card knowledge and social motivation were inversely associated with credit card misuse mediated through credit card self-efficacy. Credit card knowledge had a direct negative relationship with credit card misuse. The results confirm the theoretical relationships in the IMB model. Practical implications The results offer several implications for bank marketers and policy makers. The IMB model could be used to predict credit card abuse among college students; credit card literacy programs should incorporate strategies that can enhance students’ knowledge, social motivation, and behavioral skills with regard to responsible use of credit cards. Originality/value This study is unique in that it applies the IMB model to examine predictors of credit card misuse among college students.

The role of demographic factors of international students on teaching preferences

2016 ◽  
Vol 10 (1) ◽  
pp. 53-71
Author(s):  
Pramila Rao
Keyword(s):  
International Students ◽  
Teaching Methods ◽  
Age Groups ◽  
Demographic Factors ◽  
Demographic Variables ◽  
Eastern Region ◽  
Content Type ◽  
The Usa ◽  
Teaching Preferences ◽  
One Way Anova

Purpose This empirical research was conducted in a medium-sized private university located in the north-eastern region of the USA. The purpose of this paper was to understand whether demographic attributes (age, gender, country of origin and years of stay in the USA) of international students will predict any preferences for specific teaching methods. This study was conducted with international students from October 2012 through May 2013 (fall and spring semesters). Design/methodology/approach This research paper provides hypotheses to explore whether there is any relationship between demographic factors and preferences for various teaching methods. This study analyzes the results using both Pearson’s correlations and one-way ANOVA to reject or accept the hypotheses. Findings The results demonstrated that there were no significant correlations between the demographic variables of international students and teaching methods. However, the one-way ANOVA analyses suggested that there are differences among age groups and their preferences for group projects, years of studying in the USA and their preferences for classroom discussions, and gender and their preferences for textbook assignments. Practical implications This study suggests that scholars provide orientation or training on the host country’s pedagogies so that international students can assimilate better into their academic communities. Originality/value This pioneering paper examines the role between demographic variables of international students and teaching pedagogies. This specific concept has not been examined in this literature before. This understanding could contribute to a richer understanding of this population of students.

Privacy helplessness on social media: its constituents, antecedents and consequences

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hichang Cho
Keyword(s):  
Theoretical Model ◽  
Structural Equation ◽  
Factor Model ◽  
Measurement Model ◽  
Equation Modeling ◽  
Confirmatory Factor Analyses ◽  
Content Type ◽  
Internet Users ◽  
The Usa ◽  
Antecedents And Consequences

PurposeMany internet users exhibit signs of privacy helplessness and entirely give up online privacy management. However, we know little about what privacy helplessness is, when users are likely to experience it and its implications for privacy behavior. The objectives of this study were twofold: (a) the conceptual explication of privacy helplessness as a novel construct in privacy research and (b) the development of a theoretical model that specifies the antecedents and consequences of privacy helplessness.Design/methodology/approachA research model of privacy helplessness that contains three subcomponents of privacy helplessness, five antecedents and one outcome was developed. The model was empirically examined based on survey data collected from 589 Facebook users in the USA.FindingsThe results of exploratory and confirmatory factor analyses showed that privacy helplessness is adequately assessed by a three-factor model with affective, cognitive and motivational components. The results of structural equation modeling indicated that these three aspects of privacy helplessness are uniquely predicted by five theoretical factors: (a) prior experience of privacy risks, (b) personal mastery, (c) perceived costs of adaptive privacy actions, (d) perceived rewards of privacy inactions and (e) perceived vulnerability. Furthermore, it was found that helplessness as motivational deficits (and cognitive helplessness via this) impedes adaptive privacy actions, while cognitive helplessness promotes adaptive privacy actions when they do not result in motivational deficits.Originality/valueThis study pioneers investigation in understanding key constituents, attributes and processes underlying privacy helplessness. First, the present study developed the first theory-derived, successively validated measurement model of privacy helplessness. Second, this research proposed a theoretical model of privacy helplessness, specifying antecedents and consequences of privacy helplessness.

Knowledge hiding in academia: an empirical study of Indian higher education students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Neha Garg ◽  
Asim Talukdar ◽  
Anirban Ganguly ◽  
Chitresh Kumar
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Self Efficacy ◽  
The Body ◽  
Equation Modeling ◽  
Content Type ◽  
Indian Higher Education ◽  
Knowledge Hiding ◽  
Academic Self Efficacy

Purpose This study aims to investigate the role of knowledge hiding (KH) on academic performance, using three antecedents – relatedness with peers, territoriality of knowledge and performance motivation. It also looked into the moderating role of academic self-efficacy upon student’s KH behavior and academic performance. The research was grounded on the theory of reasoned action. Design/methodology/approachx Structural equation modeling (SEM) was used to analyze the five hypotheses. The data was collected through a primary survey based on a structured questionnaire with a sample size of 324 students from the Indian higher education institutions. Findings The study found that performance motivation and territoriality are positively associated with KH, which is further positively related to students’ academic performance. Sense of relatedness had no influence upon KH behavior, implying that proximity of social relationships does not predict KH behavior among students. Additionally, it was also observed that while evasive (a situation where the knowledge hider deliberately provides incorrect, partial or misleading information) and rationalized KH (a situation where the knowledge hider tries to provide a rational justification for not sharing the knowledge) had a significant influence on the academic performance of the students, the effect of “playing dumb” was not significant. The study did not reveal any moderating effect of academic self-efficacy on all three forms of KH and academic performance. Practical implications The findings of the study are expected to be valuable for instructors, administrative authorities and policymakers at the higher education level, to create a more conducive teaching and learning environment. Out of the three hiding strategies, students indulge more often in rationalized KH. Based on the outcomes of this research, management may focus toward the creation of an institutional environment conducive toward knowledge sharing interdependency among students. Originality/value One of the novel contributions of this study is that it analyzes Indian higher education, providing a developing country perspective, thereby contributing to the body of knowledge in knowledge management and hiding. The study also intends to understand the interplay of constructs such as KH, territoriality, sense of relatedness and academic performance, which have not been discussed previously within the higher education context, thus making the research work original. The study was done among the students and hence, brings in the academic perspective in the KH literature, which has seen limited research impetus.

What makes up intentions to purchase the pioneer? A theory of reasoned action approach in India and the USA

2018 ◽  
Vol 13 (5) ◽  
pp. 734-757 ◽  
Author(s):  
Tarek Mady
Keyword(s):  
Social Norms ◽  
Purchase Intention ◽  
Structural Equation ◽  
Theory Of Reasoned Action ◽  
Reasoned Action ◽  
Dominant Role ◽  
Emerging Market ◽  
Equation Modeling ◽  
Content Type ◽  
The Usa

Purpose The purpose of this paper is to extend the research paradigm focusing on behaviorally-based first-mover advantages (FMA) by applying the widely-accepted Theory of Reasoned Action (TRA) and offers insights into differences between a mature market (USA) and an emerging market (EM) (India) regarding how intentions to purchase the pioneer are formed. Design/methodology/approach Utilizing samples of 208 USA and 194 Indian consumers, hypotheses examining the underlying beliefs, attitudes, social norms and purchasing intentions regarding pioneer brands are developed and tested using structural equation modeling. Findings Insights from the study suggest the TRA provides a means for assessing behaviorally-based FMAs across cultures, even as manifestations of purchase intentions differ significantly. According to the TRA and findings of this study, intentions are a function of overall attitudes and social norms. In the USA, individual attitudes were found to play a more significant role than social norms in formulating purchase intention. In India, social norms played a more dominant role in intention formation. Originality/value The study represents one of the first empirical attempts to shed light on the extent of behaviorally-based FMAs in an EM and how manifestations of intention to purchase the pioneer differ from mature markets. The study expands the behavioral paradigm of analysis to include one of the most sought-after EMs today (India) and provides one of the first empirical studies to utilize the TRA in addressing behaviorally-based FMAs.

Testing the relationships of motivation, time management and career aspirations on graduate students’ academic success

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ademola Amida ◽  
Sameera Algarni ◽  
Robert Stupnisky
Keyword(s):  
Academic Success ◽  
Graduate Students ◽  
Intrinsic Motivation ◽  
Doctoral Students ◽  
Time Management ◽  
Career Aspirations ◽  
Equation Modeling ◽  
Career Aspiration ◽  
Content Type ◽  
Perceived Success

PurposeThis study explored graduate students' academic success by testing a hypothesized model based on the self-determination theory (SDT), which posits that motivation, time management and career aspiration predicts perceived success.Design/methodology/approachA quantitative methodology was employed to garner data from a population of 324 graduate students, and then analyzed using structural equation modeling in R.FindingsIntrinsic motivation was the strongest motivation type that predicted graduate students' perceived success. Time management was another important predictor of perceived success, while career aspiration did not impact students' perception of success. Doctoral students showed significantly higher relatedness when compared to master degree students. In addition, male students showed significantly higher career aspirations than females, while female students showed significantly higher time management than their male counterparts. The results of this study support the SDT as a framework to understand graduate students' academic success.Originality/valueImplementing the research findings may increase graduate students' academic success. This study suggests direct ways of increasing graduate students' achievement through intrinsic motivation, time management and autonomy, as well as reducing amotivation (lack of motivation) to indirectly enhance academic success.

scholarly journals Do mistakes acceptance foster innovation? Polish and US cross-country study of tacit knowledge sharing in IT

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Wioleta Kucharska
Keyword(s):  
Critical Thinking ◽  
Tacit Knowledge ◽  
Risk Taking ◽  
Structural Equation ◽  
Equation Modeling ◽  
Learning Climate ◽  
It Industry ◽  
Content Type ◽  
The Usa ◽  
High Level

Purpose This study aims to understand and compare how the mechanism of innovative processes in the information technology (IT) industry – the most innovative industry worldwide – is shaped in Poland and the USA in terms of tacit knowledge awareness and sharing driven by a culture of knowledge and learning, composed of a learning climate and mistake acceptance. Design/methodology/approach Study samples were drawn from the IT industry in Poland (n = 350) and the USA (n = 370) and analyzed using the structural equation modeling method. Findings True learning derives from mistake acceptance. As a result of a risk-taking attitude and critical thinking, the IT industry in the USA is consistently innovation-oriented. Specifically, external innovations are highly correlated with internal innovations. Moreover, a knowledge culture supports a learning culture via a learning climate. A learning climate is an important facilitator for learning from mistakes. Originality/value This study revealed that a high level of mistake acceptance stimulates a risk-taking attitude that offers a high level of tacit knowledge awareness as a result of critical thinking, but critical thinking without readiness to take a risk is useless for tacit knowledge capturing.

The mediational effect of regulatory focus on the relationships between mindfulness and job satisfaction and turnover intentions

2014 ◽  
Vol 19 (5) ◽  
pp. 494-507 ◽  
Author(s):  
Martha C. Andrews ◽  
K. Michele Kacmar ◽  
Charles Kacmar
Keyword(s):  
Job Satisfaction ◽  
Regulatory Focus ◽  
Structural Equation ◽  
Turnover Intentions ◽  
Equation Modeling ◽  
Future Research ◽  
Snowball Sampling ◽  
Prevention Focus ◽  
Content Type ◽  
The Relationship

Purpose – The purpose of this paper is to explore the role of mindfulness as a predictor of the two components of regulatory focus theory (RFT): promotion and prevention focus. It further examines promotion focus and prevention focus as mediators of the mindfulness-job satisfaction and mindfulness-turnover intentions relationships. Finally, job satisfaction is also examined as a mediator of the mindfulness-turnover intentions relationship. Design/methodology/approach – The model was tested using data collected via a snowball approach. Online surveys were distributed to undergraduate students enrolled in a business course. Students were then given the opportunity to earn extra credit by sending the survey to potential respondents. The relationships were tested using structural equation modeling. Findings – Support was found for four of the six hypotheses. Prevention focus did not negatively mediate the relationship between mindfulness and job satisfaction as well as the relationship between mindfulness and turnover intentions. Research limitations/implications – One limitations of this research is the placement of mindfulness as an antecedent to promotion and prevention focus. Another plausible alternative is to consider mindfulness as a consequence. An additional limitation is the use of a snowball sampling technique. Future research should examine these findings using employees of a single organization. Originality/value – This research theoretically and empirically links RFT and mindfulness. This study also adds to the limited research empirically linking RFT and turnover intentions, both directly and indirectly via job satisfaction. Finally, this research extends previous research that established the positive relationship between mindfulness and job satisfaction by examining the mindfulness-job satisfaction-turnover intentions relationship.

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