scholarly journals Exploring Factors Affecting Behavioral, Cognitive and Emotional Engagement of International Undergraduate Students in China 来华本科留学生学习性投入的影响因素研究——基于行为、认知和情感三维度

2020 ◽  
Vol 10 (S(1)) ◽  
pp. 51-62
Author(s):  
Meiqiong Gong ◽  
Yuhao Cen
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
International Student ◽  
Peer Interactions ◽  
Individual Characteristics ◽  
Three Dimensions ◽  
Survey Study ◽  
Emotional Engagement ◽  
Campus Environment ◽  
Factors Affecting

Student engagement is one of the critical measures assessing the quality of international student education. This survey study examined the behavioral, cognitive and emotional engagement of international students at a research-intensive university on the east coast of China. The findings showed the interrelationship of the behavioral, cognitive and emotional dimensions of student engagement. The research revealed that individual characteristics had significant effects on emotional engagement, while having no effect on behavioral or cognitive engagement. Male students, first-generation students, and students enrolling in degree programs displayed a lower level of emotional engagement compared with their counterparts. The research also found that supportive campus environment and frequent student-faculty interactions were positively related to the three dimensions of student engagement, whereas peer interactions had no effect on any of the dimensions. 来华留学生的学习性投入水平，是衡量高校留学生教育质量的重要方式。本文将学习性投入划分为行为投入、高阶认知投入、情感投入三维度，基于中国东海岸一所研究型大学来华本科留学生的调查数据，对留学生的学习性投入水平与影响因素进行描述性统计与回归分析。研究发现，留学生三维度的学习性投入显著正相关。个人背景特征对留学生的情感投入存在显著影响，但对行为和高阶认知投入没有影响。男性、第一代大学生、攻读学位项目的留学生均呈现较低的情感投入。校园环境支持度和师生互动因素对学习性投入三维度都具有显著影响，但生生互动对学习性投入各维度没有影响。

scholarly journals International Undergraduate Students in Chinese Higher Education: An Engagement Typology and Associated Factors

2021 ◽  
Vol 12 ◽  
Author(s):  
Mei Tian ◽  
Genshu Lu ◽  
Lijie Li ◽  
Hongbiao Yin
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Associated Factors ◽  
International Student ◽  
Survey Study ◽  
Chinese Higher Education ◽  
Full Time ◽  
The Sustainable Development ◽  
Factors Associated ◽  
Using Data

This research adopted a typological approach to explore international students' academic engagement in China. Using data generated by a survey study involving 801 international undergraduate students at 34 full-time Chinese universities, this research developed an international student engagement typology, and examined important individual and learning environment factors associated with the engagement types presented in the typology. The international student engagement typology helps to understand and enhance international undergraduate students' learning experiences in Chinese HEIs. Although located in China, this research holds implications for practitioners in broader contexts striving for the sustainable development of international student education.

scholarly journals Challenging Deficit Constructions of the International Student Category in Canadian Higher Education

2019 ◽  
Vol 36 (1) ◽  
pp. 48-70 ◽  
Author(s):  
Victoria Surtees
Keyword(s):  
Higher Education ◽  
International Students ◽  
Undergraduate Students ◽  
International Student ◽  
English Language ◽  
Campus Environment ◽  
Campus Diversity ◽  
Canadian Higher Education ◽  
Language Brokers ◽  
Premier Cycle

The trend toward internationalization on Canadian campuses has been simultaneously lauded as an opportunity for promoting campus diversity and criticized for creating a campus environment that is segregated along linguistic and ethnic lines. As a result of these tensions, students labelled as “international” have become the focus of increasing amounts of media attention. In this article, drawing on interviews with undergraduate students (n = 13) from one postsecondary Canadian institution, I examine how the seemingly neutral labels applied to diverse students, such as the category “international,” operate in talk to reproduce deficit understandings of these students, particularly in regard to their English language abilities. I then provide evidence that students also construct more positive representations of international students through references to their experiences of migration and their expertise interacting with speakers of different Englishes. I offer the notion of “language brokers” as a helpful conceptual lens for interpreting this categorization and for reflecting on the contributions that international students make to Canadian higher education. La tendance de l’internationalisation dans les universités canadiennes a simultanément été louée comme une occasion de promouvoir la diversité sur le campus et critiquée pour la ségrégation qu’elle opère dans l’environnement universitaire en fonction de l’appartenance linguistique et ethnique. Ces tensions ont pour effet d’attirer progressivement l’attention des médias sur les étudiants dits « internationaux ».  Dans le présent article, je m’appuie sur des entrevues avec des étudiantes et étudiants de premier cycle (n = 13) inscrits dans un établissement postsecondaire canadien pour examiner la façon dont des étiquettes apparemment neutres accolées à des étudiants diversifiés, comme par exemple la catégorie des étudiants « internationaux », crée un langage qui reflète certains déficits de compréhension de tels étudiants, particulièrement en ce qui concerne leurs compétences linguistiques en anglais. J’apporte ensuite la preuve que les étudiants construisent également des représentations plus positives des étudiants internationaux à la lumière de leur expérience migratoire et de la compétence avec laquelle ils interagissent avec des interlocuteurs qui s’expriment dans les multiples variations de l’anglais. J’offre la notion de « courtier en langues » comme lentille conceptuelle utile pour l’interprétation de cette catégorisation et pour une réflexion sur les apports des étudiants internationaux à l’enseignement supérieur au Canada.

scholarly journals Analysis of the Relationship between Learning Environment and Student Engagement 个体背景和学习环境因素对来华本科留学生学习投入的影响

2020 ◽  
Vol 10 (S(1)) ◽  
pp. 40-50
Author(s):  
Genshu Lu ◽  
Lijie Li ◽  
Mei Tian
Keyword(s):  
Student Engagement ◽  
Learning Environment ◽  
Undergraduate Students ◽  
International Student ◽  
Perceived Learning ◽  
Active Engagement ◽  
Academic Activities ◽  
Research Findings ◽  
Education In China ◽  
The Relationship

Drawing on the data generated by a survey involving 1,428 international undergraduate students in China, this article analyzed the relationship between the participants’ perceived learning environment and their self-reported engagement in academic activities. The findings revealed the participants’ uneven participation in academic activities. Based on their self-reported levels of student engagement, the participants were categorized into three types: i.e. active engagement (23.2%), lack of engagement (45.8%) and inadequate engagement (31.0%). In line with the previous research findings, this research confirmed a significant relationship between international students’ perceived learning environment and their engagement in academic studies. Suggestions were given for the enhancement of international student education in China. 本研究应用对1428名来华本科留学生的调查数据，探讨了来华留学生的学习投入状态，以及个体因素和学习环境因素对其学习投入的影响。研究发现，就总体而言，来华本科留学生感知的学习环境处于良好状态，他们的学习投入程度则处于一般偏低水平；根据来华本科留学生学习投入情况，可将其学习投入类型分为高投入型、低投入型和欠投入型三类，分别占比23.2%，45.8%，31.0%；个体因素和学习环境因素对来华本科留学生的学习投入程度具有一定的显著影响。为提高来华留学生的学习投入程度，一方面要从来华留学生自身出发，提高学习自觉性，增强学习投入水平；另一方面，要根据来华本科留学生的个体背景采取胡针对性的策略，同时通过营造良好的学习环境来提升来华本科留学生的学习投入水平，帮助其获得更好的在华留学经历。

scholarly journals The effect of two educational technology tools on student engagement in Chinese EFL courses

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Yilian Teng ◽  
Xia Wang
Keyword(s):  
Educational Technology ◽  
Student Engagement ◽  
Social Networking ◽  
Three Dimensions ◽  
Emotional Engagement ◽  
Advantages And Disadvantages ◽  
Technology Tools ◽  
Specific Discipline ◽  
Principal Factors ◽  
The Relationship

AbstractEducational technology has become an indispensable aspect of higher education, playing a crucial role in affecting student engagement, in particular. The application, advantages and disadvantages of learning management systems (LMS) and social networking systems in Chinese EFL courses, represented by Superstar—Xuexitong and WeChat, are introduced. The study aims to explore the relationship between the two educational technology tools and three dimensions of student engagement. Using an adopted and revised questionnaire from previous researches, the study measures the extent of impact of the specified educational technology tools on student engagement with the help of SPSS. Through the independent sample T tests, analysis of variance, correlation and regression, the study found that emotional engagement has the strongest positive effect on educational technology engagement. In addition, analysis of the four principal factors indicates that using LMS could engage students more than adopting social networking systems. There are significant differences in cognitive engagement between different genders, with that of males surpassing females. This article provides some empirical evidence for exploration into the use of educational technology in a specific discipline to foster better student engagement.

scholarly journals Exploring interpersonal and environmental factors of autistic adolescents’ peer engagement in integrated education

Autism ◽  
2021 ◽  
pp. 136236132110461
Author(s):  
Yu-Lun Chen ◽  
Maxwell Schneider ◽  
Kristie Patten
Keyword(s):  
Environmental Factors ◽  
Peer Interactions ◽  
Individual Characteristics ◽  
Social Characteristics ◽  
Classroom Interventions ◽  
Integrated Education ◽  
Factors Affecting ◽  
School Year ◽  
Inclusive School ◽  
Peer Engagement

Autistic students often struggle to engage with peers in integrated education; however, research has largely focused on individual characteristics rather than the interpersonal and environmental factors affecting peer engagement. This mixed-methods study examined longitudinal peer interactions over a school year among 17 adolescents (seven were autistic) in an inclusive school club. The quantitative phase investigated participants’ social behavior rates to identify sessions where each student demonstrated high and low peer engagement compared with their average participation levels. The qualitative phase compared social interactions and contexts between sessions of high and low peer engagement, revealing four themes regarding contextual supports and barriers to autistic peer engagement: (1) peer engagement is a participatory process where a student and their peer(s) navigate mutual understanding, shaped by both student and peer social characteristics, openness, and involvement; (2) student–peer synchronicity, such as shared interests or compatibility of social styles, was essential to autistic peer engagement; (3) peer engagement can be supported by activities facilitating joint engagement and exploration of mutual interests; (4) classroom interventions emphasizing strengths can support peer engagement, while normative behavioral standards without peer education on individual differences and diversity can perpetuate peers’ negative perceptions of autistic difficulties. Lay abstract Peer engagement is essential but often challenging for autistic students in integrated education, especially for adolescents. Although peer engagement is bidirectional and context-dependent, research has largely focused on individual characteristics rather than the interpersonal and environmental factors affecting peer engagement. This mixed-methods study examined peer interactions over a school year among 17 adolescents (seven were autistic) in an inclusive school club at a public middle school in the Northeastern United States. The study began with a quantitative phase identifying sessions in which each student was socially engaged with peers more or less often than usual for them. We then qualitatively compared the social interactions and contexts between sessions where each participant experienced high and low peer engagement. Thematic analysis revealed four themes regarding contextual supports and barriers to autistic peer engagement: (1) peer engagement is a participatory process where a student and their peer(s) navigate mutual understanding, shaped by both student and peer social characteristics, openness, and involvement; (2) student–peer synchronicity, such as shared interests or compatibility of social styles, was essential to autistic peer engagement; (3) peer engagement can be supported by activities facilitating joint engagement and exploration of mutual interests; (4) classroom interventions emphasizing strengths can support peer engagement, while normative behavioral standards without peer education on individual differences and diversity can perpetuate peers’ negative perceptions of autistic difficulties. The findings have implications for better inclusive practice to support autistic social participation by modifying the peer environments, activities, and classroom interventions.

scholarly journals PERSONAL BEST GOALS: DO THEY MEDIATE THE RELATIONSHIP BETWEEN TEACHER AUTONOMY SUPPORT AND STUDENT ENGAGEMENT?

2020 ◽  
Vol 17 (Number 1) ◽  
pp. 25-49
Author(s):  
Abderrahim Benlahcene ◽  
Rosna Awang-Hashim ◽  
Amrita Kaur
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Autonomy Support ◽  
Structural Equation ◽  
Teacher Autonomy ◽  
Measurement Scale ◽  
Emotional Engagement ◽  
Mediating Role ◽  
Cognitive Behavioural

Purpose ˗ The role of teacher autonomy support (TAS) is central to students’ engagement. However, there is a scarcity of empirical evidence on the mediating role of personal best (PB) goals between autonomy support and student engagement. Hence, in this research we examined the extent to which TAS could impact cognitive, behavioural and emotional engagement with the mediating role of PB goals among undergraduate students. Methodology ˗ A cross-sectional research design was applied. A total of 266 undergraduate students from a large government university located in northern Malaysia participated in this research. The Learning Climate Questionnaire (LCQ) and the Personal Best Scale were used to measure the students’ perception of TAS and their PB goals respectively, while the Engagement Versus Disaffection with Learning measurement scale and the Metacognitive Strategies Questionnaire were used to collect data on cognitive, behavioural and emotional engagement. Structural Equation Modelling using AMOS 23 was adopted to test the hypothesized relationships. Findings ˗ The results of the study support our postulated model, showing that TAS is related with student engagement aspects through the full mediating role of PB goals. Significance ˗ These results augment the present understanding of the self-determination theory motivation mediation model by highlighting that creating a conducive learning environment that facilitates self-determined behaviours among students will nurture PB goals and enhance engagement, which will be beneficial for teaching and learning processes in education.

Enhancing student engagement through simulation in programming sessions

2018 ◽  
Vol 35 (2) ◽  
pp. 105-117 ◽  
Author(s):  
Sakirulai Olufemi Isiaq ◽  
Md Golam Jamil
Keyword(s):  
Student Engagement ◽  
Mixed Method ◽  
Meaningful Learning ◽  
Ecological Factors ◽  
Three Dimensions ◽  
Emotional Engagement ◽  
Research Approach ◽  
Mixed Method Research ◽  
Content Type ◽  
Balanced Distribution

Purpose The purpose of this paper is to explore the use of a simulator for teaching programming to foster student engagement and meaningful learning. Design/methodology/approach An exploratory mixed-method research approach was adopted in a classroom-based environment at a UK university. A rich account of student engagement dimensions (behavioural, affective/emotional, and cognitive) was captured through descriptive and inferential statistical analysis. This was triangulated through reflective and in-depth validation of open-ended questions. Findings Results show higher behavioural and emotional engagement in simulator-based sessions, but relatively low cognitive engagement when compared with traditional programming sessions. A strong interweaving relationship between these three dimensions is evident in both the traditional and simulator approaches. Therefore, a balanced distribution of the dimensions is recommended for effective planning and delivery of programming sessions. Research limitations/implications Student engagement is multidimensional as it includes various internal and external/ecological factors. This study did not consider external factors, such as family and societal influence; it focused on the classroom-based environment. Originality/value This study critically examined the use of simulation as a means to foster student engagement in programming sessions. Findings suggest that a balanced activities within the three engagement dimensions can facilitate meaningful learning.

Sign in / Sign up

Export Citation Format

Share Document