Investigating the educational experiences of transnational students: Differences in academic integration, social integration, and institutional and goal commitment

2021 ◽  
Author(s):  
Andrea R. Steele ◽  
Heather E. Douglas
Keyword(s):  
Social Integration ◽  
Academic Integration ◽  
Educational Experiences ◽  
Goal Commitment ◽  
Transnational Students

scholarly journals Experiences at University: Perceptions of students with disabilities

2000 ◽  
Vol 30 (2) ◽  
pp. 123-141
Author(s):  
Cheryll Duquette
Keyword(s):  
Focus Group ◽  
Social Integration ◽  
Students With Disabilities ◽  
Academic Integration ◽  
Goal Commitment ◽  
Dropping Out ◽  
Background Characteristics ◽  
Narrative Interview ◽  
Perceptions Of Students ◽  
Perceived Experiences

Using Tinto's (1975) model of dropping out or persisting, this study examined the perceived experiences at university of students with disabilities. Tinto's (1975) model presents three variables which are related to persistence: background characteristics, integration into the academic milieu, and social integration. Thirty-six students completed a questionnaire, and of this group 17 participated in a narrative interview. Later, six of these people engaged in a focus group. The findings of this study showed that background characteristics and academic integration were more important variables related to persistence than social integration. Goal commitment, support of family and friends and understanding professors were found to be important elements related to persisting among these students with disabilities.

A Longitudinal Study of the Effects of Academic and Social Integration and Commitment on Retention

NASPA Journal ◽  
1999 ◽  
Vol 37 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Cheryl Beil ◽  
Carol A. Reisen ◽  
Maria Cecilia Zea ◽  
Robert C. Caplan
Keyword(s):  
Longitudinal Study ◽  
Social Integration ◽  
Academic Integration ◽  
Research University ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Academic And Social Integration ◽  
Private Research

This longitudinal study predicted retention from academic integration, social integration, and commitment to remain in college in a sample of first-year students at a residential, private research university. When assessed separately, first-semester reports of commitment mediated the effects of both academic and social integration on retention six semesters later.

scholarly journals Persist/Dropout Differences In Pre-matriculation Attitudes Of Freshman Towards College Attrition: A Longitudinal Multiple Group Structural Equations Model

2011 ◽  
Vol 3 (3) ◽  
pp. 55 ◽  
Author(s):  
Ronald M. Rivas ◽  
Paul L. Sauer ◽  
Joseph G. Glynn ◽  
Thomas E. Miller
Keyword(s):  
Social Integration ◽  
Goal Commitment ◽  
Structural Equations ◽  
Student Attrition ◽  
Multiple Group ◽  
Political Interests ◽  
Study Results ◽  
College Attrition ◽  
Endogenous Variables ◽  
Structural Equations Model

This study proposes a structural equations model of college student attrition based on pre-matriculation freshman attitudes. The study uses a survey administered annually from 1995 to 1999 and tracks persistence and dropout behavior for five years until the last cohort graduated. It discusses seven constructs of pre-matriculation freshman attitudes that resemble the Cabrera, Nora, and Castaeda (1993) model of College Persistence that was based on attitudes of first-to-second year enrolled college students. We applied our survey to a Northeastern sectarian private college. Our model includes external factors such as financial attitude, and endogenous variables such as academic reputation, social integration, institutional commitment, goal commitment, academic performance, and intent to persist. In addition to the variables related to the Cabrera model, we added two measures of social integration, political interests and concern-for the disadvantaged because these were suitable to the type of college which hosted the study. Results provide a multiple group comparative and predictive model of student attrition for annual use by the Dean of Student Affairs in designing proactive plans and implementing intervention strategies to enhance student retention.

scholarly journals Yo Resisto, Tú Resistes, Todos Resistimos: Modes of Resistance Displayed by U.S.-Born Children of Deported Parents on the Mexico/U.S. Border

2019 ◽  
Vol 9 (2) ◽  
pp. 140
Author(s):  
Sandra L. Candel
Keyword(s):  
Family Support ◽  
Funds Of Knowledge ◽  
Educational Experiences ◽  
Coping Mechanisms ◽  
Educational Systems ◽  
Coping Mechanism ◽  
Northern Mexico ◽  
Transnational Students ◽  
Research Questions ◽  
The Difference

Over 600,000 U.S.-born children are living in Mexico after being forced to leave with their parents after a deportation. Although these children possess transnational funds of knowledge, these go unrecognized by their Mexican teachers, who mostly view transnational students from a deficit perspective. This qualitative study included three transnational students aged 12–17 attending schools in northern Mexico due to parental deportation and used interviews, testimonios and thematic analysis to document their educational experiences and to determine their coping mechanisms and modes of resistance. By doing so, this study intended to highlight the ways in which participants enacted agency. The research questions guiding this study were: How are the educational experiences of transnational youth shaped by parental deportation? What tools do they use to cope? and, how does transnational youth enact transformative and other types of resistance? Based on theories of resistance and the Coyolxayhqui Imperative theory, this research found that the major obstacle transnational students face is the difference in educational systems and teaching practices and lack of academic Spanish proficiency. Deportation posed the added burden of stigmatization and exclusion. Family support was the greatest coping mechanism identified by participants, followed by friendships formed in Mexico, especially with other transnational students, as well as being resilient and purposeful in their pursuit of an education. Participants in this study displayed self-defeating, transformative, and resilient resistance. All people and place names are pseudonyms.

scholarly journals Self-Monitoring as a Personality Variable in Tinto’s Theory of Integration

2020 ◽  
Vol 7 (1) ◽  
pp. 406-408
Author(s):  
Wade Smith ◽  
Sean Forbes ◽  
Rebecca Robichaux-Davis ◽  
Anthony J. Guarino
Keyword(s):  
Social Integration ◽  
Path Analysis ◽  
Personality Traits ◽  
Academic Integration ◽  
Personal Characteristic ◽  
Personality Variable ◽  
Self Monitoring ◽  
Theory Application ◽  
Important Trait

One weakness of Tinto’s (1993) model is its inability to identify early dropouts (Webb, 1988), which may be due to the theory’s inattention to personality traits.  Self-monitoring (Snyder, 1974) may be an important trait related to dropout.   This study hypothesized low self-monitors, compared to high self-monitors would be more likely to (1) have higher initial commitment levels, (2) achieve higher academic integration, (3) accomplish greater social integration, and (4) persist in college. Path analysis confirmed all hypotheses. Self-Monitoring was demonstrated to be an important personal characteristic in Tinto's Theory.  Application of theses findings are discussed.

scholarly journals Exploring Individual and Interpersonal Level Factors Associated with Academic Success of College Students at a Women’s, Faith-based Higher Institution

2019 ◽  
Vol 9 (1) ◽  
pp. 86 ◽  
Author(s):  
Angela U. Ekwonye ◽  
Verna DeLauer
Keyword(s):  
College Students ◽  
Academic Success ◽  
Social Integration ◽  
Academic Integration ◽  
Self Efficacy ◽  
Well Being ◽  
Institutional Commitment ◽  
Criterion Variable ◽  
Academic Resiliency ◽  
Academic Self Efficacy

The present study investigated how spirituality, peer connections, and social integration relate to academic resiliency, academic self-efficacy, academic integration, and institutional commitment of college students who identify as female. A sample of 372 undergraduates (ages 18-26) at a Catholic University completed Mapworks survey containing institution-specific questions and spirituality items in Spring 2018. Pearson correlation was used to examine the bivariate relationships between the variables. Canonical correlation analysis (CCA) was conducted to determine if relationships exist among the predictor variables (spirituality, peer connections, social integration) and the criterion variables (academic resiliency, academic self-efficacy, academic integration, institutional commitment). Academic resiliency was the only contributor to the synthetic criterion variable. The contributions of academic self-efficacy, academic integration and institutional commitment to the synthetic criterion variable were very negligible. Social integration and peer connections were the primary contributors to the predictor synthetic variable, with a secondary contribution by spirituality. Social integration, peer connections, and spirituality were all positively related to academic resiliency. Simultaneously addressing the social and spiritual well-being of college students, particularly those who have self-selected to attend a women’s college, are crucial to promoting their academic success.

scholarly journals Academic Integration of Mainland Chinese Students in Germany

2017 ◽  
Vol 5 (1) ◽  
pp. 80-92 ◽  
Author(s):  
Hanwei Li
Keyword(s):  
Applied Sciences ◽  
Academic Success ◽  
Social Integration ◽  
Academic Integration ◽  
Chinese Students ◽  
Mainland Chinese ◽  
Mainland Chinese Students ◽  
Universities Of Applied Sciences ◽  
Success Group ◽  
The Relationship

This article presents an analysis of the academic integration experiences of mainland Chinese tertiary-level students in Germany. Using Tinto’s model, the article explores the challenges that Chinese students face during their academic integration, the strategies they employ, and the relationship between academic and social integration. The data were collected in spring 2016 by interviewing 26 mainland Chinese students studying either in German universities or universities of applied sciences. Four major challenges were identified and analyzed: language barrier, knowledge gap, pedagogical differences, and cultural differences. An important outcome of the study presented is that social integration serves as a facilitator for enhancing academic integration, but is not a prerequisite for academic success. Group learning with peers was found to enhance learning outcomes. Overall, Chinese students have exploited their own advantages in academic integration by exploring feasible strategies and benefiting from their past learning experiences. It is suggested that academic integration as a long and challenging process for international students should be acknowledged by the German HEIs, and that more institutional support and guidance are needed.

scholarly journals L’intégration universitaire et sociale d’étudiants tunisiens et marocains inscrits dans une université francophone canadienne

2011 ◽  
Vol 41 (3) ◽  
pp. 101
Author(s):  
Virginie Duclos
Keyword(s):  
Social Integration ◽  
Academic Integration ◽  
Qualitative Approach ◽  
Academic Institutions ◽  
Social And Academic Integration ◽  
Integration Strategies ◽  
Psychosocial Processes ◽  
Phd Program

  This study is part of a body of research looking at the psychosocial processes of acculturation by some migratory sub-groups, as well as the construction of their identity, and the integration strategies developed both by individuals and by academic institutions. We tried to apply these concepts to the situation of students from Tunisia and Morocco who are enrolled in a masters or PhD program in a francophone Canadian university. Through a qualitative approach, using variables of nationality, sex and time since migration, we explore the integration of ten students. We understand integration to be a combination of social and academic integration. The results indicate that students prioritize academic integration, and that social integration largely follows from it.

Undesirable Effects of Goal Setting on Perceived Fairness, Commitment, and Unethical Behavior

2018 ◽  
Vol 62 (2) ◽  
pp. 97-107 ◽  
Author(s):  
Nina Keith
Keyword(s):  
Goal Setting ◽  
Unethical Behavior ◽  
The United States ◽  
Goal Commitment ◽  
Management Technique ◽  
Long Term Effects ◽  
Perceived Fairness ◽  
Negative Effects ◽  
Positive Effects ◽  
And Performance

Abstract. The positive effects of goal setting on motivation and performance are among the most established findings of industrial–organizational psychology. Accordingly, goal setting is a common management technique. Lately, however, potential negative effects of goal-setting, for example, on unethical behavior, are increasingly being discussed. This research replicates and extends a laboratory experiment conducted in the United States. In one of three goal conditions (do-your-best goals, consistently high goals, increasingly high goals), 101 participants worked on a search task in five rounds. Half of them (transparency yes/no) were informed at the outset about goal development. We did not find the expected effects on unethical behavior but medium-to-large effects on subjective variables: Perceived fairness of goals and goal commitment were least favorable in the increasing-goal condition, particularly in later goal rounds. Results indicate that when designing goal-setting interventions, organizations may consider potential undesirable long-term effects.

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