scholarly journals Intercultural Effectiveness of International and Domestic Students

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Ahsen Avcılar ◽  
Enes Gök
Keyword(s):  
Academic Success ◽  
International Students ◽  
University Students ◽  
Grade Level ◽  
Policy Recommendations ◽  
Background Characteristics ◽  
Domestic Students ◽  
Intercultural Effectiveness ◽  
Intercultural Competencies ◽  
Research And Policy

Among the vast and diverse discussions and research on international students, the intercultural status of university students holds a special place in terms of integration and academic success. One of the discussions is the intercultural competencies of the students in higher education. In this respect, this study aims to compare the intercultural effectiveness of international and domestic students, as well as examine their intercultural effectiveness status in terms of different background characteristics. The data were collected from a public university in Turkey using the Intercultural Effectiveness Scale developed by Portalla and Chen (2010). The findings revealed that international students compared to domestic counterparts show a higher level of intercultural effectiveness. Additionally, some background characteristics are significant predictors of the intercultural effectiveness of university students: grade level, parent's nationality, being and living in a foreign country, having a close friend(s) from a different culture.  Some research and policy recommendations are provided.

scholarly journals Mutual Intercultural Relations among University Students in Canada

2016 ◽  
Vol 27 (1) ◽  
pp. 17-32 ◽  
Author(s):  
Yongxia Gui ◽  
Saba Safdar ◽  
John Berry
Keyword(s):  
Cluster Analysis ◽  
Academic Success ◽  
International Students ◽  
University Students ◽  
Intercultural Relations ◽  
Domestic Students ◽  
Melting Pot ◽  
Canadian Universities ◽  
Intercultural Encounters

Over 304,000 international students studied in Canadian universities in 2013 (CIC, 2014). In addition to their academic success, one important feature of their stay in Canada is the quality of the intercultural relations, and the adaptations they make during their stay. The present study sought to understand the intercultural relations, acculturation and adaptation of both international students and Canadian students. Fifty-seven international (all from China) and 68 domestic students were drawn from several Canadian universities. Cluster analysis generated two clusters for international students (integration and diffuse) and two for Canadian students (multiculturalism and melting pot). International students in the integration cluster were more tolerant and better adapted than those in the diffuse cluster. Similarly, Canadian students in the multiculturalism cluster were also more tolerant and better adapted than those in the melting pot cluster. Implications of these findings for preparing international and Canadian students for their intercultural encounters were discussed.

scholarly journals Academic Listening Skills of the International University Students in Turkey

2021 ◽  
Vol 9 (3) ◽  
pp. 20
Author(s):  
Mevlüt Elli̇alti ◽  
Zekerya Batur
Keyword(s):  
Academic Success ◽  
International Students ◽  
University Students ◽  
Cognitive Processing ◽  
Academic Language ◽  
Academic Literacy ◽  
Academic Programs ◽  
Listening Skills ◽  
Listening Levels ◽  
International University

The number of international university students in Turkey is growing, thus more research is needed on teaching Turkish as an academic language and on academic literacy. This study aims to investigate (i) the international students’ views of the difficulties of the academic language skills, (ii) the efficacy level of the skills for their academic success, (iii) the academic listening and academic literacy status of the students, and (iv) the relationship between academic listening levels with some variables. In order to analyse the self-efficacy perceptions of the students, the data were collected by using the Turkish adaptation (Cronbach’s alpha value =0.943) of the Academic Listening Self-rating Questionnaire (ALSAQ), developed by Aryadoust and Goh (2017) and adopted by Ellialtı and Batur (2021). The questionnaire consists of 39 items that embody six factors. These factors are lecture structure, cognitive processing skills, linguistic components and prosody, relating input to other materials, memory and concentration, and note-taking. In the study, the participants were 221 international students studying at various academic programs in 33 state universities in Turkey. The data were analysed by Statistical Package for the Social Sciences (SPSS) program. The results of the study showed that (i) listening is an easy skill for students to develop, (ii) listening is important for the students’ academic success, (iii) out of 39 items, 13 aspects were not at a good level in academic listening, and (iv) academic listening levels of the international students were not significantly different in terms of their gender, study area, and the number of the known languages.

scholarly journals Loving Neighbor as Self: Translating the Study Abroad Experience into Intercultural Friendships on the Home Campus

2018 ◽  
Vol 8 (2) ◽  
pp. 1108-1128 ◽  
Author(s):  
Kelly A. Pengelly
Keyword(s):  
International Students ◽  
Study Abroad ◽  
International Student ◽  
Culture Shock ◽  
Domestic Students ◽  
Study Abroad Programs ◽  
Intercultural Competencies ◽  
Friendship Needs ◽  
Significant Attention ◽  
Study Abroad Students

Universities focus significant attention on internationalization to prepare empathyglobally minded graduates by engaging students in study abroad programs and expanding international student enrollment. However, scholarship has not yet considered the role returned study abroad students play in meeting friendship needs of international students. This research aimed to determine if such experiences impact friendships between participants and internationals. Four basic themes emerged: isolated application of intercultural competencies, differences in empathy experiences, friendships between study abroad and international students, and institutional contributions. Key findings revealed institutions do not teach study abroad students to utilize their experience in fostering empathetic friendships withinternational students and should consider how the experience can more effectively impact intercultural friendships rather than focusing solely on domestic students’ reverse culture shock.

scholarly journals Academic Stress and Study Habits of Health Science University Students

2021 ◽  
Author(s):  
Sukesh Shetty ◽  
Neetha Kamath ◽  
M. Nalini
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
University Students ◽  
Undergraduate Students ◽  
Sampling Technique ◽  
Academic Stress ◽  
Study Habits ◽  
Health Science ◽  
Pharmacy Students ◽  
Cross Sectional

Abstract Introduction Academic stress and study habits are crucial indicators of academic success. At the moment, faulty study habits press on the students into academic stress. The present study was conducted to identify the academic stress and study habits of university students of health science. Methods This cross-sectional descriptive survey was conducted among 150 undergraduate students of nursing, physiotherapy, and pharmacy (n = 50 in each group). A stratified random sampling technique was used to select the study participants. The information on academic stress and study habits was collected by using the Student Stress Inventory and Palsane and Sharma Study Habit Inventory, respectively. Results Mean score of academic stress was found to be 75.353 ± 16.463. Pharmacy students had a higher level of stress compared to physiotherapy and nursing students (p = 0.013). Furthermore, the prevalence of unsatisfactory study habits among undergraduate students was 72%, with a mean score of 52.7 ± 9.152. Also, nursing students had a higher level of study habits compared to physiotherapy and pharmacy Students. There was no significant relationship found between study habits and academic stress (r = −0.048, p = 0.557). There was a significant association found between study habits and gender (p = 0.021), as well the association found between stress level and course type, Pre-University Course percentage, and first-year percentage (p = 0.044, 0.04, and 0.044 respectively). Conclusion Academic stress and poor study habits are prevalent among undergraduate students. This indicates strategies need to be formed to enhance healthy study habits and alleviate the academic stress of the students, mainly in professional courses; it is an urgent need.

Emotional Intelligence as the Subject of Studying Metacognitive Processes in Universities

2021 ◽  
pp. 89-100
Author(s):  
Marina Vladimirovna Melnichuk ◽  
◽  
Marina Anatolievna Belogash ◽  
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
University Students ◽  
Learning Strategies ◽  
Cognitive Skills ◽  
Cognitive Task ◽  
Emotional Awareness ◽  
Emotional States ◽  
Metacognitive Skills ◽  
Metacognitive Processes

In the context of modern digital transformation of all aspects of the socioeconomic environment, training university students for analytical processing of increasing inflows of data and dealing with complex cognitive tasks driven by metacognition has become of particular importance. The research is aimed to review the structure of metacognitive processing, the development factors of metacognitive skills, the relation of metacognitive skills to emotional and cognitive skills, and to determine their role in the achievement of academic success of university students. Methodology. The research is undertaken on the basis of theoretical investigation and comprehensive analysis of theoretical conceptualization of intelligence. The authors have researched the derivation of metacognition, the structure of self-regulating metacognitive processes and their interaction with cognitive and affective processes. The research findings confirm that the metacognitive experience provides self-reflection, emotional awareness of feelings, estimating relationships between emotional states and the degree of implementation or attainability of a cognitive task. The authors conclude that emotional intelligence is manifested in metacognitive skills and predicts academic success. Also, teaching and learning strategies are required to be refined taking into account the development of emotional and metacognitive skills of university students.

Picture This: A Photovoice Study Of International Students’ Food Experience in Canada

2014 ◽  
Vol 75 (2) ◽  
pp. 59-63 ◽  
Author(s):  
Stephanie Amos ◽  
Daphne Lordly
Keyword(s):  
International Students ◽  
University Students ◽  
Identity Formation ◽  
International Student ◽  
Culture Shock ◽  
Traditional Foods ◽  
Group Discussions ◽  
Canadian Universities ◽  
Food Experience ◽  
International University

Purpose: International student enrolment in Canadian universities is increasing. As international university students acculturate, they experience a culture shock in which food plays a major role. International university students’ Canadian food experiences therefore were explored. Methods: A Photovoice methodology was used with 15 international undergraduate and graduate university students, who were recruited to take pictures of their food experiences. They also participated in two focus group discussions that included an analysis of their photos. Results: Seven themes related to the significance of food in acculturation were revealed: the paradox of Canadian convenience, the equation of traditional foods with health, traditional food quality and accessibility, support networks, food consumption for comfort, ethnic restaurants, and the exploration of non-traditional foods. Maintaining cultural identity with traditional foods was an overarching theme related to acculturation. Conclusions: International students acculturating to Canada have emotional and physical needs, which can be met through food. Opportunities exist to improve their acculturation experiences. Canadian universities can incorporate food acculturation strategies into campus events and menus. Nutrition professionals on campus can facilitate a positive food environment and nurture culture identity formation.

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