scholarly journals College Experiences and Outcomes Among International Undergraduate Students at Research Universities in the United States: A Comparison to Their Domestic Peers

2017 ◽  
Vol 7 (2) ◽  
pp. 395-420 ◽  
Author(s):  
Young K. Kim ◽  
Christopher S. Collins ◽  
Liz A. Rennick ◽  
David Edens
Keyword(s):  
United States ◽  
International Students ◽  
Undergraduate Students ◽  
The United States ◽  
College Experiences ◽  
State Education ◽  
Undergraduate Experience ◽  
International College ◽  
Experience Survey ◽  
Practical Implications

Using a large dataset from a state education system, this study examined the experience of international college students in the United States as well as the connection to their cognitive, affective, and civic outcomes. The study utilized data from the 2010 University of California Undergraduate Experience Survey (UCUES) and a sample of 35,146 junior and senior undergraduate students across 10 campuses. The results of this study showed that international students may uniquely experience college and may not benefit from those experiences as much as their domestic peers. Furthermore, this study identified a broad range of college experiences that contribute to the key outcomes for international students. The study discusses the theoretical and practical implications of the findings

scholarly journals Cognitive Skills Development Among International Students at Research Universities in the United States

2015 ◽  
Vol 5 (4) ◽  
pp. 526-540
Author(s):  
Young K. Kim ◽  
David Edens ◽  
Michael F. Iorio ◽  
Christie J. Curtis ◽  
Edwin Romero
Keyword(s):  
International Students ◽  
Cognitive Skills ◽  
Research University ◽  
The United States ◽  
College Experiences ◽  
Skills Development ◽  
University System ◽  
Research Engagement ◽  
Undergraduate Experience ◽  
Experience Survey

Set in the context of a statewide research university system, this study attempted to improve our understanding of cognitive skills development among international students. Specifically, this study examined how the patterns and predictors of cognitive skills development among this population differ from their domestic counterparts. The study utilized data from the 2010 University of California Undergraduate Experience Survey (UCUES). This study identified unique patterns in both cognitive skills development and college experiences among international students. Findings also suggest that some college experiences, such as research engagement with faculty and satisfaction with advising, can possibly facilitate greater gains in cognitive skills among international students. The study discusses the theoretical and practical implications of the findings.

International Students’ Social Outcomes, Educational Status, and Country of High School Graduation

2019 ◽  
Vol 23 (5) ◽  
pp. 589-606
Author(s):  
Nelson C. Brunsting ◽  
Megan Mischinski ◽  
Wenjin Wu ◽  
Tenisha Tevis ◽  
Risa Takeuchi ◽  
...  
Keyword(s):  
United States ◽  
High School ◽  
International Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
International Student ◽  
Educational Status ◽  
The United States ◽  
Social Outcomes ◽  
Future Research

Despite the increase in methodological sophistication and complexity of models being tested for international student adjustment to universities in the United States (U.S.), researchers often do not test or control for salient demographic differences between students, including their educational status (i.e., graduate or undergraduate) and country in which they graduated high school. The current study was designed to examine whether demographic variables are associated with a range of social outcomes. Participants ( N = 245) from 23 U.S. colleges and universities completed a survey in Fall 2017. Undergraduate students reported having a higher number of close friends at their institution than did graduate students; however, they also reported a lower sense of belonging than did graduate students. Students who graduated from high school in the United States reported less social support from international students at university. Implications for students and for future research are provided.

scholarly journals The Role of Academic Self-Confidence on Thriving among International College Students in the U.S. and Canada

2020 ◽  
Vol 4 (2) ◽  
pp. 165-191
Author(s):  
Alexander Jones ◽  
Young Kim
Keyword(s):  
United States ◽  
College Students ◽  
International Students ◽  
The United States ◽  
Racial Groups ◽  
Self Confidence ◽  
International College ◽  
Using Data ◽  
The U.S

Set in the context of four-year colleges and universities in the United States and Canada, this study examined how the level of thriving differs for international students and their domestic peers, how the level of thriving differs across various subgroups within international students, and how academic self-confidence is associated with the level of thriving for international students. Using data from the 2017 Thriving Quotient, this study found that international students were less likely to thrive during their college years than their domestic peers and that Asian international students were less likely to thrive than their international peers of other racial groups. Findings also suggested that academic self-confidence was significantly and positively related to international students’ thriving during their college years.

Acculturation, Cultivation, and Daytime TV Talk Shows

2003 ◽  
Vol 80 (1) ◽  
pp. 109-127 ◽  
Author(s):  
Hyung-Jin Woo ◽  
Joseph R. Dominick
Keyword(s):  
United States ◽  
International Students ◽  
Strong Support ◽  
The United States ◽  
Talk Shows ◽  
Negative Attitudes ◽  
Human Relationships ◽  
Perceptions And Attitudes ◽  
International College ◽  
Negative Perceptions

This study explored the cultivation phenomenon among international college students in the United States by examining the connection between levels of acculturation, daytime TV talk show viewing, and beliefs about social reality. It was expected that international students who were heavy viewers of daytime TV talk shows and who scored low on a measure of acculturation about the United States would hold the most negative perceptions and attitudes concerning U.S. society. Three specific hypotheses were tested. International students who score low on acculturation and watch a great deal of daytime talk shows should (1) overestimate the frequency of certain undesirable behaviors in the United States, (2) have more negative attitudes toward human relationships in the United States, and (3) have more negative perceptions of human relationships in the United States. The first hypothesis received limited support while the second and third received strong support.

It's a Long Way Home: International Student Adjustment to Living in the United States

2002 ◽  
Vol 4 (1) ◽  
pp. 15-28 ◽  
Author(s):  
Sushama Rajapaksa ◽  
Lauren Dundes
Keyword(s):  
United States ◽  
College Students ◽  
Social Network ◽  
International Students ◽  
International Student ◽  
The United States ◽  
Student Adjustment ◽  
College Life ◽  
American Students ◽  
International College

This study addresses the need for information helpful in retaining international college students studying in the United States. This research compares the adjustment of 182 international students to a comparison sample of American students to determine whether students coming to the United States from abroad have greater difficulty adjusting to college life. International students are more likely to feel lonely, homesick, and as if they had left part of themselves at home. In addition, this study confirms the importance of social network in the adjustment of international students (but not Americans) although the number of close friends does not predict whether an international student is satisfied with his or her social network. The implications for administrators working to retain international students are discussed.

The Extent and Risk of Violent Victimization Among International College Students Enrolled in the United States: A Gendered Analysis

2016 ◽  
Vol 33 (19) ◽  
pp. 3053-3073 ◽  
Author(s):  
Leah E. Daigle ◽  
Chrystina Y. Hoffman ◽  
Lee M. Johnson
Keyword(s):  
United States ◽  
College Students ◽  
International Students ◽  
International Student ◽  
Multivariate Analyses ◽  
Health Assessment ◽  
The United States ◽  
Violent Victimization ◽  
International College ◽  
Using Data

Although the risk of being violently victimized in college has been established for college students in the United States in general, this risk has not been explored for international college students. Using data from the Fall 2012 National College Health Assessment Survey, the extent to which international college students experience violent victimization is assessed. In addition, the risk factors for violent victimization for international students are compared with those for domestic students. Finally, in multivariate analyses, whether being an international student influences risk of violent victimization is examined and whether this relationship is moderated by gender is considered. Findings indicate that international students in general have lower risk profiles, in that they reported lower rates of drug use, binge drinking, being a first-year undergraduate student, and having a disability. Multivariate analyses, however, revealed that being an international student reduces the odds of violent victimization among only females.

scholarly journals Survival Strategies of International Undergraduate Students at a Public Research Midwestern University in the United States: A Case Study

2018 ◽  
Vol 8 (2) ◽  
pp. 1034-1058 ◽  
Author(s):  
Linda Tsevi
Keyword(s):  
United States ◽  
International Students ◽  
Undergraduate Students ◽  
English Language ◽  
The United States ◽  
Survival Strategies ◽  
Academic Excellence ◽  
Public Research ◽  
Midwestern University

In this qualitative study, I explored the strategies that international undergraduate students at a public research Midwestern university in the United States employ to persist and survive their educational transition to achieve academic excellence. Using Tinto’s (1987) theory of persistence as the theoretical framework, this paper employed a case study method. Five undergraduate international students were interviewed via semi-structured in-depth interviews. The findings indicated that students experienced both academic and non-academic challenges. Strategies adopted included involvement in out-of-classroom activities and dependence on family and friends. Recommendations include requiring academic counsellors and university administrators to devise curriculum and programs to assist international students. Further, the teaching faculty should reach out to students who have English language challenges.

The Role of Gender and Sensation Seeking in Film Choice

2008 ◽  
Vol 20 (3) ◽  
pp. 97-105 ◽  
Author(s):  
Smita C. Banerjee ◽  
Kathryn Greene ◽  
Marina Krcmar ◽  
Zhanna Bagdasarov ◽  
Dovile Ruginyte
Keyword(s):  
United States ◽  
Undergraduate Students ◽  
Sensation Seeking ◽  
Negative Mood ◽  
Positive Mood ◽  
The United States ◽  
High Arousal ◽  
Subject Design ◽  
Happy Mood

This study demonstrates the significance of individual difference factors, particularly gender and sensation seeking, in predicting media choice (examined through hypothetical descriptions of films that participants anticipated they would view). This study used a 2 (Positive mood/negative mood) × 2 (High arousal/low arousal) within-subject design with 544 undergraduate students recruited from a large northeastern university in the United States. Results showed that happy films and high arousal films were preferred over sad films and low-arousal films, respectively. In terms of gender differences, female viewers reported a greater preference than male viewers for happy-mood films. Also, male viewers reported a greater preference for high-arousal films compared to female viewers, and female viewers reported a greater preference for low-arousal films compared to male viewers. Finally, high sensation seekers reported a preference for high-arousal films. Implications for research design and importance of exploring media characteristics are discussed.

Sign in / Sign up

Export Citation Format

Share Document