scholarly journals “I Was New and I Was Afraid”

2020 ◽  
Vol 10 (4) ◽  
pp. 954-975
Author(s):  
Masha Krsmanovic
Keyword(s):  
International Students ◽  
Social Experiences ◽  
Public Institution ◽  
First Year ◽  
First Year Students ◽  
Southeast United States ◽  
Freshman Year ◽  
The Social ◽  
Acculturation Model ◽  
Phenomenological Research Design

This article utilized Berry’s acculturation model (1974, 1980, 1997) as the framework for understanding the social experiences of international first-year students in a large, public institution in the Southeast United States. Using a descriptive phenomenological research design and a sample of 10 international students, this study examined the extent to which each of the four strategies defined by the acculturation model—assimilation, integration, separation, and marginalization—emerged from the social experiences of international students during their first year of college. The results revealed that all 10 participants shared the experiences of separation, either voluntary or involuntary. For seven students in the sample, the freshman year was characterized by either willing or unwilling integration. The strategy of assimilation, both freely pursued and imposed, was reported by six students. The least evidence was recorded for the pattern of voluntary or involuntary marginalization, which emerged from the experiences of four respondents.

College Adjustment Experiences of First-Year Students: Disengaged Athletes, Nonathletes, and Current Varsity Athletes

NASPA Journal ◽  
2007 ◽  
Vol 44 (3) ◽  
Author(s):  
John R. Lubker ◽  
Edward F Etzel
Keyword(s):  
High School ◽  
College Adjustment ◽  
Academic Adjustment ◽  
Athletic Identity ◽  
Total Sample ◽  
First Year ◽  
First Year Students ◽  
Freshman Year ◽  
First Year College ◽  
Varsity Athletes

The freshman year of college is usually acknowledged as a stressful time of social and academic adjustment. During this period, first-year students face many social and intellectual challenges. For high school athletes, the combined impact of college transition plus disengagement from sport can further complicate first-semester adjustment and may also affect first-year retention. Together, this complex phenomenon may diminish self-concept, challenge one’s felt sense of being an athlete, and elicit emotional responses usually associated with college and elite athlete disengagement resulting in a negative adjustment to the college environment. The purpose of this investigation was to examine the differences in the reported athletic identity and college adjustment patterns of first-year college males and females (N = 317) and how disengagement from sports may affect these variables. Three status groups were used in this study: disengaged athletes (DAs; n = 133), high school senior nonathletes (n = 106), and current first-year college varsity athletes (n = 78). Significant differences were observed between groups in reported level of athletic identity where disengaged high senior athletes had significantly different scores than both college athletes and high school nonathletes. This finding may warrant an investigation on how we conceptualize the terms “athlete” and “nonathlete.” The investigation into college adjustment patterns found that first-year females reported higher academic adjustment to college than males in the total sample. Specifically in the DA athlete group, significant differences in college adjustment for both gender and level of athletic identity were found. For this group, significant differences in college adjustment were found related to the nature of disengagement and perceived level of social support. Potential applications of these findings for college personnel and future directions related to research are explored.

scholarly journals Contribuições do enfoque ciência tecnologia e sociedade em um projeto de ensino: um caminho para o consumo sustentável

2021 ◽  
Vol 14 (2) ◽  
pp. 285-298
Author(s):  
Darling Katiuscia de Goes Borges ◽  
Sidilene Aquino de Farias ◽  
Katiuscia Dos Santos de Souza
Keyword(s):  
Waste Recycling ◽  
Public Institution ◽  
Oral Exposure ◽  
First Year ◽  
First Year Students ◽  
Textual Production ◽  
Chemical Concepts ◽  
Qualitative Nature ◽  
Solid Waste Recycling ◽  
The City

In the Education context, the focus of Science, Technology and Society (STS) allows researchers with social, political and environmental nature themes, among others, which involve the active participation in the human being in face of society problems, in the sense of reflect, criticize and act. Therefore, the aim of this work was to develop conceptual and atheist learning based on the urban garbage theme in an intervention project with activities involving sustainability, reuse, consumerism and responsibilities. The research had a qualitative nature based on action research principles, developed by the pedagogy of projects, with the participation of thirteen (13) high school first year students from a public institution located in the city of Manaus-AM, the students were all volunteers. Data collection occurred through questionnaires, textual production, discussions and oral exposure and then they were qualitatively analyzed in an exploratory way. The results revealed that the students presented signs of conceptual understanding of the theme related terms, such as: garbage, solid waste, recycling and reuse, then sought to draw associations with chemical concepts and to propose environmental issues solutions using sustainability and social responsibilities. The students showed sensitivity regarding the theme and were willing to change their attitudes towards the problem.

scholarly journals Academic and Psychosocial Adaptation and its Association with Identity Levels and Some Background Variables of An-Najah National University Students: التكيف النفسي الاجتماعي والأكاديمي وارتباطه برتب الهوية وبعض المتغيرات الخلفية لدى طلبة جامعة النجاح الوطنية في نابلس

2021 ◽  
Vol 5 (7) ◽  
Author(s):  
Ala' Ibraheem Yousef
Keyword(s):  
Psychological Adaptation ◽  
Psychosocial Adaptation ◽  
Social Adaptation ◽  
First Year ◽  
Place Of Residence ◽  
First Year Students ◽  
Economic Level ◽  
The Social ◽  
National University ◽  
Academic Adaptation

This study aims at recognizing the level of social and psychological adaptation and its connection with the students of An-Najah National University in Nablus governorate in light of the background variables. Also, it seeks to clarify the correlational relations between social, psychological and academic adaptation and identity ranks. In order to achieve the aims of the study, a sample of (280) students from An-Najah National University is chosen. The consistency and validity of the tools of the study are verified. Results have shown their validity as it follows the correlational and descriptive methods. The following are the results of the study: 1- There are positive statistical relations between psychological and social adaptation and identity ranks of stopping, closure and dispersion. However, there isn’t any statistical relation between identity achievement and social and psychological adaptation. 2- There are statistical differences in the ranks of identity of the variable of scholastic year or place of residence or economic level. Besides, there are statistical differences in the averages of identity stopping and closure due to the variable of scholastic year. 3- There are differences in the average of stopping identity in the first year and the second, third and fourth year students in favor of the first year students. The source of the differences in the average of identity closure is between the first year students and the second and third year students in favor of the first year students. 4- There are statistical differences in the averages of achieving closure identity due to place of residence that the differences in the averages of achieving identity among camp citizens in the cities and villages in favor of camps citizens due to closing their identity between the citizens of the cities and villages in favor of the dwellers of the village. 5- There are statistical differences in the averages in the ranks of identity due to the economic level. Also, there are statistical differences among the averages of the social and psychological adaptation due to the variable of the scholastic year that they are between the first year students and the second and third year students in favor of the first year students. 6- All the hypotheses of the study are refuted except for two, namely: there are statistical differences in the rank of identity due to the variables of scholastic year and place of residence. The second is that there are statistical differences in the social and psychological adaptation due to the variable of scholastic year. In light of these results, the researcher recommends offering guidance programs highlighting ranks of the identity of students for its positive and effective impact in achieving their goals and changing their course of life by achieving their psychological, social and academic adaptation.

scholarly journals “Because of the Christian Fellowship, I Decided to Stay”: How Participating in a Christian Community Shapes the Social Experiences of Chinese International Students

2019 ◽  
Vol 8 (8) ◽  
pp. 234
Author(s):  
Anke Li ◽  
Chi Nguyen ◽  
Jinhee Choi
Keyword(s):  
International Students ◽  
Learning Community ◽  
Undergraduate Students ◽  
Social Experiences ◽  
Ethnographic Study ◽  
Christian Community ◽  
American University ◽  
The Social ◽  
Christian Fellowship ◽  
The University

This ethnographic study examines how participation in a Christian church community shapes Chinese international undergraduate students’ social experiences in an American university. Our findings reveal that Chinese international undergraduate students identify the church and its fellowship as (1) a social support community and (2) an informal learning community, one which fills in the gap in counseling services and interpersonal activities that the university fails to offer. Recommendations are made for higher education institutions to provide stronger support for international students, regardless of their nationalities and religions.

American Undergraduate Students’ Social Experiences With Chinese International Students

2020 ◽  
Vol 29 (4) ◽  
pp. 354-370
Author(s):  
Takahiro Sato ◽  
Valerie Burge-Hall ◽  
Tsuyoshi Matsumoto
Keyword(s):  
International Students ◽  
Social Exchange ◽  
Undergraduate Students ◽  
Global Education ◽  
Social Exchange Theory ◽  
Social Experiences ◽  
Chinese International Students ◽  
International Exchange ◽  
American University ◽  
The Social

The purpose of this study was to describe and explain American undergraduate students’ social experiences interacting with non-native English-speaking Chinese international students during conversational practices at an American university. This study used an explanatory (holistic) multiple case study design (Yin, 2003) using in-depth, semistructured interviews grounded in the social exchange theory. The participants were seven American students (three men and four women) who served as conversation partners of Chinese international exchange students during each fall semester. Three major interrelated and complex themes emerged from the data. They were (a) developing social reward relationships, (b) proving the social norm information during the conversational partnerships, and (c) employing/utilizing strategies for developing trust relationships. The results of this study can be utilized to encourage faculty, global education office staff, and all students to respect, value, and embrace the languages and cultures of Chinese international students. This contribution can prompt a greater appreciation for diversity which leads to meaningful academic, athletic, and social experiences for all students at American college and university.

A Comparison of South African and International First-Year Students’ Counselling Needs and Preferred Counselling Sources

2012 ◽  
Vol 23 (1) ◽  
pp. 106-114 ◽  
Author(s):  
Lionel Nicholas ◽  
Maria Damianova ◽  
Mzamo Ntantiso
Keyword(s):  
International Students ◽  
South African ◽  
First Year ◽  
African Students ◽  
First Year Students ◽  
Learning Skill ◽  
Counselling Needs ◽  
First Year University ◽  
Personal Career ◽  
Structured Questionnaire

This study investigated the personal, career and learning skill needs of first-year university students, their preferred counselling sources, and compared South African and international students. Respondents completed a structured questionnaire (N = 567) with more than half reporting a moderate to high need for assistance with their concerns. Women had a significantly greater need for assistance with the bulk of listed concerns than men. International students had a significantly greater need for assistance than South African students and were particularly concerned about xenophobia. These results may assist administrators and counsellors to develop strategies to address identified student needs.

scholarly journals Developing Animated Cartoons for Economic Teaching

2012 ◽  
Vol 9 (2) ◽  
pp. 67-80
Author(s):  
Yu Aimee Zhang ◽  
Keyword(s):  
International Students ◽  
Teaching And Learning ◽  
Qualitative Interviews ◽  
Class Discussion ◽  
Long Term Memory ◽  
First Year ◽  
First Year Students ◽  
Positive Feedbacks ◽  
Learning Efficiency ◽  
Economic Studies

Purpose – A picture is worth a thousand words. Multimedia teaching materials have been widely adopted by teachers in Physics, Biotechnology, Psychology, Religion, Analytical Science, and Economics nowadays. To assist with engaging students in their economic study, increase learning efficiency and understanding, solve misconception problems, encourage in class discussion, and increase final performance for students (especially for international students and RA students), some animations and cartoons are developed to explain basic economic concepts for both macroeconomic and microeconomic concepts, issues and events. Methodology – Two surveys were first conducted to collect first year and international students’ requirement and suggestions. Cartoons and animations were then designed and developed to solve the major misconception and misunderstanding problems facing first year students or international students in their economic studies. Qualitative interviews were conducted to collect feedbacks for the cartoons developed for this project from economic lecturers, tutors, students and other teachers and students without economic backgrounds. Learning efficiencies from animations and text materials are also compared by the length of learning time in this paper. Findings – Surveys in this study support the view that different students have different preferred learning methods. However, practice case studies are the preferred learning method for both first year university students and international students. The animated cartoons developed in this research received strong positive feedbacks from peer colleagues in Economics, teachers from other faculties, tutors in Economics, first year students, international students and RA students with dyslexic problems. Utilisation of these resources can improve learning efficiency, help students in their understanding and long-term memory of the subject, engage students in their studies, and increase interest in undertaking economic studies amongst all other students. Value – The results of this study could be used in any Economics subject, as well as for self-study by Economics students and others. As part of the Teaching and Learning Project, these materials are capable of being further used in mobile applications to assist in engaging students in their learning.

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