Are Chinese university students more likely to exhibit a Surface approach to learning than other international students in Finland?

2014 ◽  
Vol 13 (2) ◽  
pp. 135-148 ◽  
Author(s):  
Yusuke Sakurai ◽  
Kirsi Pyhältö ◽  
Sari Lindblom-Ylänne
Keyword(s):  
International Students ◽  
University Students ◽  
Surface Approach ◽  
Approach To Learning ◽  
Chinese University ◽  
Chinese University Students ◽  
Surface Approach To Learning

scholarly journals Chinese University Students and Their Experiences of Acculturation at an Ethnic Christian Church

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Xiaoyang Sun ◽  
Robert A Rhoads
Keyword(s):  
United States ◽  
International Students ◽  
University Students ◽  
East Coast ◽  
The United States ◽  
Chinese International Students ◽  
Christian Church ◽  
Chinese University ◽  
Chinese University Students

This paper examines the experiences of Chinese international students from East Coast University (a pseudonym) in the United States through their participation in a Chinese ethnic-based Christian church (CCC). Employing ethnographic-based fieldwork, the study highlights how Chinese international students see their experiences in CCC as a source of acculturation to U.S. society. However, the students evidence little understanding of the reality that they are in fact being acculturated to a subculture within U.S. society that at times embraces values contradictory to those of progressive-oriented East Coast University.

University Students' Approaches to Learning First-Year Mathematics

2003 ◽  
Vol 93 (3) ◽  
pp. 851-854
Author(s):  
Haitham M. Alkhateeb
Keyword(s):  
University Students ◽  
Reliability And Validity ◽  
Approaches To Learning ◽  
First Year ◽  
Deep Approach ◽  
Surface Approach ◽  
Approach To Learning ◽  
Learning Mathematics ◽  
Deep Approach To Learning ◽  
Surface Approach To Learning

This study assessed reliability and validity of the Approaches to Learning Mathematics Questionnaire, for 218 university students. The study also identified the relationship between subscales. Internal consistency as Cronbach alpha was .77 for the Surface Approach to Learning scale and .88 for the Deep Approach to Learning scale. Principal components analysis yielded a two-factor solution accounting for only 34.6% of variance. The factors were interpreted as Surface Approach and Deep Approach to learning mathematics, as in Australia. The former subscale scores were negatively correlated –.2 with the latter subscale scores.

scholarly journals Measurement Invariance of the Drivers of COVID-19 Vaccination Acceptance Scale: Comparison between Taiwanese and Mainland Chinese-Speaking Populations

Vaccines ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 297
Author(s):  
Ya-Chin Yeh ◽  
I-Hua Chen ◽  
Daniel K. Ahorsu ◽  
Nai-Ying Ko ◽  
Kuan-Lin Chen ◽  
...  
Keyword(s):  
University Students ◽  
Measurement Invariance ◽  
Factor Structure ◽  
Online Survey ◽  
Mainland Chinese ◽  
Chinese University ◽  
Vaccination Acceptance ◽  
Health Related ◽  
Acceptance Scale ◽  
Chinese University Students

The impacts of novel coronavirus disease-2019 (COVID-19) on human life continue to be serious. To control the spread of COVID-19, the production of effective vaccines is likely to be one of the best solutions. However, vaccination hesitancy may decrease individuals’ willingness to get vaccinated. The Drivers of COVID-19 Vaccination Acceptance Scale (DrVac-COVID19S) was recently developed to help healthcare professionals and researchers better understand vaccination acceptance. The present study examined whether DrVac-COVID19S is measurement invariant across different subgroups (Taiwanese vs. mainland Chinese university students; males vs. females; and health-related program majors vs. non-health-related program majors). Taiwanese (n = 761; mean age = 25.51 years; standard deviation (SD) = 6.42; 63.5% females) and mainland Chinese university students (n = 3145; mean age = 20.72 years; SD = 2.06; 50.2% females) were recruited using an online survey between 5 January and 21 February 2021. Factor structure and measurement invariance of the two DrVac-COVID19S scales (nine-item and 12-item) were tested using confirmatory factor analysis (CFA). The findings indicated that the DrVac-COVID19S had a four-factor structure and was measurement invariant across the subgroups. The DrVac-COVID19S’s four-factor structure was supported by the CFA results is a practical and valid instrument to quickly capture university students’ willingness to get COVID-19 vaccination. Moreover, the DrVac-COVID19S can be used to compare university students’ underlying reasons to get COVID-19 vaccination among different subgroups.

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