Towards a More Comprehensive Understanding of International Doctoral Students' Experiences

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Yan Gao
Keyword(s):  
Academic Success ◽  
Doctoral Students ◽  
Comprehensive Understanding ◽  
International Doctoral Students ◽  
The Relationship

Studies pertaining to the challenges international doctoral students confront have been disseminated at various conferences and in journals. However, there is a need to synthesize the research that has been conducted recently in this area in order to assess and advance contemporary theories about international doctoral students. Using meta-synthesis, this paper discusses the literature’s main themes and the relationship between theory and the literature finding. A new tentative framework is proposed based on the results. Implications for international doctoral students’ academic success were also discussed.

Stress, Coping, and Success among Graduate Students in Clinical Psychology

2001 ◽  
Vol 88 (3) ◽  
pp. 759-767 ◽  
Author(s):  
Nancy G. Nelson ◽  
Carol Dell'Oliver ◽  
Chris Koch ◽  
Robert Buckler
Keyword(s):  
Social Support ◽  
Academic Success ◽  
Graduate Students ◽  
Doctoral Students ◽  
Clinical Psychology ◽  
Psychological Health ◽  
Coping Styles ◽  
Grade Point ◽  
Successful Students ◽  
The Relationship

Research has indicated that coping styles and social support are moderating variables in the relationship between stress and distress. Few studies, however, have examined the relationship between these variables and the relative health and success of graduate students in clinical psychology. We administered measures of stress, psychological health, social support, and coping styles to 53 doctoral students in clinical psychology. Current grade point averages were used as a measure of academic success. We hypothesized that more successful students would likely be healthier and report less stress, more social support, and utilization of more positive and less negative coping styles. Results generally supported the hypothesis. Unexpected findings were that more successful students were likely to be women and to report increased use of focus on and venting of emotion as a coping style, increased utilization of medical care, and increased stress regarding scholastic coursework.

scholarly journals Peer Support for International Doctoral Students in Managing Supervision Relationships

2017 ◽  
Vol 7 (4) ◽  
pp. 1096-1103
Author(s):  
Sherrie Lee
Keyword(s):  
New Zealand ◽  
Doctoral Students ◽  
Peer Support ◽  
Peer Networks ◽  
Pedagogical Model ◽  
Personal Experiences ◽  
International Doctoral Students ◽  
Supervision Relationships ◽  
Doctoral Supervision ◽  
The Relationship

Doctoral education is based on a pedagogical model of apprenticeship where the expert, the more experienced academic, advises or mentors the student. Scholars have recognized the challenges of doctoral supervision due to the intense and individualized nature of the relationship. Based on the author’s personal experiences as a doctoral student and a student advocate at a university in New Zealand, this article highlights the challenges that international doctoral students face with regard to navigating the supervision relationship. The article discusses how student advocacy and peer support played an important role in resolving issues. The article concludes that peer networks are important resources for international doctoral students to make informed decisions regarding complex issues related to doctoral supervision.

scholarly journals Transitions Across Multi-Worlds: Experiences of Chinese International Doctoral Students in STEM Fields

2021 ◽  
pp. 102831532110162
Author(s):  
Yibo Yang ◽  
Judith MacCallum
Keyword(s):  
Conceptual Framework ◽  
Doctoral Students ◽  
Three Dimensional ◽  
Social Worlds ◽  
Doctoral Study ◽  
Science Technology ◽  
International Doctoral Students ◽  
And Mathematics ◽  
The Relationship ◽  
Practical Implications

In the context of internationalization, this longitudinal qualitative study explores the diverse and challenging experiences of Chinese international doctoral students in science, technology, engineering, and mathematics. The endeavor is to identify factors that facilitate or constrain their successful completion of a PhD abroad over time. By incorporating a three-dimensional multi-world conceptual framework that highlights the relationship between an individual’s research, personal, and social worlds, this study identified six patterns of congruence or difference across the worlds and the corresponding transitions, illustrated with narratives for each pattern. Evidence shows that congruence of an individual’s multi-worlds facilitates, but difference does not necessarily mean constraint when differences are respected, understood, and accommodated. Rather, it is how the transitions are negotiated that is important for the success of transnational and transcultural PhD study. This article contributes a conceptual framework, empirical evidence, and practical implications to the understanding of doctoral study abroad experiences.

Teacher Ratings and Self Concept Reports of Retarded Pupils

1973 ◽  
Vol 40 (3) ◽  
pp. 178-183 ◽  
Author(s):  
Bert O. Richmond ◽  
J. Leon Dalton
Keyword(s):  
Academic Success ◽  
Educational Program ◽  
Mentally Retarded ◽  
Teacher Ratings ◽  
Academic Ability ◽  
Emotional Behavior ◽  
Self Concept ◽  
Social And Emotional ◽  
Educable Mentally Retarded ◽  
The Relationship

This study examines the relationship between self ratings and teacher ratings of 100 children in classes for the educable mentally retarded. The results indicate that the self images of these pupils are positively related to the teachers' image of their academic ability. The teachers' ratings of each pupil's social and emotional behavior were not correlated significantly with the child's perception of his social or emotional relationship. In addition, the educable mentally retarded subjects in this study did not perceive their standing among peers to be positively correlated to academic success. Implications of these findings for the pupils ' educational program are suggested.

Relationship between self-care and comprehensive understanding of heart failure and its signs and symptoms

2017 ◽  
Vol 17 (6) ◽  
pp. 496-504 ◽  
Author(s):  
Kyoung Suk Lee ◽  
Debra K Moser ◽  
Kathleen Dracup
Keyword(s):  
Heart Failure ◽  
Confidence Interval ◽  
Self Care ◽  
Signs And Symptoms ◽  
Comprehensive Understanding ◽  
Behavior Scale ◽  
Heart Failure Exacerbation ◽  
The Relationship ◽  
Different Levels ◽  
Care Behavior

Background: Although incomplete understanding of heart failure and its signs and symptoms appears to be a barrier to successful self-care, there are few studies examining the relationship between self-care and levels of comprehensive understanding of heart failure and its signs and symptoms. Aim: To determine whether incomplete understanding of heart failure and its signs and symptoms is associated with self-care in heart failure patients who were recently discharged from the hospital due to heart failure exacerbation. Methods: Patients completed the nine-item European Heart Failure Self-care Behavior scale and questionnaire to assess knowledge of heart failure and its signs and symptoms. Three groups were formed by their different levels of understanding of heart failure and its signs and symptoms. Multivariable linear regression was used to determine whether these three levels of understanding groups predicted self-care after controlling for demographic and clinical variables. Results: Of 571 patients 22.1%, 40.1% and 37.8% had poor, moderate, and complete understanding, respectively. Compared with patients in the poor understanding group, patients in complete and moderate understanding groups were more likely to have better adherence to self-care activities (standardized β = −0.14, 95% confidence interval −3.41, −0.47; standardized β = −0.19, 95% confidence interval −4.26, −1.23, respectively). Conclusions: Fewer than half of the patients had a comprehensive understanding of heart failure and its signs and symptoms, which was associated with poor self-care. Our study suggests that patient education should include contents to promote comprehensive understanding of heart failure and its symptoms, as well as the importance of self-care behaviors.

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