Self-Esteem and Associated Factors of International Tertiary Students in New Zealand and the Implications on Acculturation and Well-Being

2019 ◽  
pp. 271-288
Author(s):  
Chiu-Pih Kaylie Tan ◽  
Oky Indra Wijaya ◽  
Elnes Tubal
Keyword(s):  
New Zealand ◽  
International Students ◽  
Host Country ◽  
Exploratory Study ◽  
Associated Factors ◽  
International Student ◽  
Well Being ◽  
Self Esteem ◽  
The Self ◽  
School Workplace

Self-esteem plays a major role in the well-being and adaptation of an international student to a host country, including acculturation at school, workplace, and other settings. The main objective of the chapter is to investigate the self-esteem and associated factors of international students in non-funded private training establishments (PTEs), one of the fast growing higher education sectors in New Zealand. This exploratory study presents the initial findings of self-esteem of international students in one of the PTEs. Implications of the findings on self-esteem will be discussed in light of how it is related to the acculturation of an international tertiary student in a host country.

Multilingual realities/monolingual ideologies: Connecting the dots between schools’ language practices and international student well-being

2020 ◽  
Vol 4 (2) ◽  
pp. 183-201
Author(s):  
Jessica Terruhn ◽  
Paul Spoonley
Keyword(s):  
New Zealand ◽  
International Students ◽  
International Student ◽  
Linguistic Diversity ◽  
Well Being ◽  
Economic Security ◽  
Educational Mobility ◽  
Language Practices ◽  
Student Body ◽  
Pull Out

The globalization of the knowledge economy and a concomitant increase in educational mobility have seen greater numbers of international students take up studies in Aotearoa/New Zealand’s education system. As a result of increased educational mobility, alongside other types of migration, ethno-cultural and linguistic diversity has become more common in New Zealand schools. This internationalization of Aotearoa/New Zealand’s education sector has been met with government policies and strategies to ensure the well-being of international students. In these strategies, well-being is indicated by economic security, health and safety, as well as high-quality education and a welcoming and inclusive experience in Aotearoa/New Zealand. Drawing on data from a research project that examined how school policies and practices shape international English for speakers of other languages (ESOL) students’ sense of belonging, inclusion and well-being at a New Zealand secondary school, this article illuminates how school language practices impact on international students’ well-being. Specifically, the article highlights a profound mismatch between the diversification of the student body and the privileging of monolingual English-only practices in the classroom as well as the disparity between intentions and effects of the school’s pull-out ESOL class programme, in which ESOL-designated students are taught separately from ‘mainstream’ students. The discussion highlights the detrimental and discriminatory impacts such language practices had on international students. Based on this analysis, we argue that strategies that are designed to ensure international student well-being need to put greater emphasis on the instructional needs of culturally and linguistically diverse learners by advocating for linguistically responsive practices and that schools need to normalize multilingual practices to ensure international student well-being and to work towards equitable and just education.

scholarly journals Birds of a Feather Fare Less Well Together: Modeling Predictors of International Student Adaptation

2020 ◽  
Vol 12 (6) ◽  
pp. 2317
Author(s):  
Renee Gibbs ◽  
Oya Yerin Güneri ◽  
Thomas Pankau ◽  
Lynette Bikos
Keyword(s):  
International Students ◽  
Host Country ◽  
Structural Equation ◽  
International Student ◽  
Negative Impact ◽  
Cultural Distance ◽  
Well Being ◽  
Equation Modeling ◽  
Sociocultural Adaptation ◽  
Host Country Nationals

Sociocultural adaptation to the host country is an important corollary to the psychological well-being of international students. We used structural equation modeling (SEM) to test a model of sociocultural adaptation and psychological wellbeing. International students in Ankara, Turkey (N = 161, mean age = 22.35) completed online surveys. Consistent with our hypotheses, interpersonal connections with host nationals predicted greater sociocultural adaptation (β = 0.250, p = 0.001) and interpersonal connections with co-nationals resulted in poorer psychological adjustment (β = −0.171, p = 0.025). Host-country language proficiency led to better sociocultural adaptation (β = 0.262, p < 0.001), and perceptions of greater cultural distance had a negative impact on both psychological (β = 0.314, p < 0.001) and sociocultural adaptation (β = 0.328, p < 0.001). Thus, students who were able to engage in relations with host-country nationals fared better. Our results provide insight for sending and receiving institutions regarding the preparation (e.g., exploring cognitive frames for immersion, language skills, reviewing coping strategies) and supportive services (e.g., connection with host country nationals) that will facilitate the adjustment of international students.

scholarly journals The Portrayal of Pakistani Diaspora Students in Shamsies Fiction

2019 ◽  
Vol IV (II) ◽  
pp. 83-88
Author(s):  
Rubina Kamran ◽  
Asma Zahoor
Keyword(s):  
Higher Education ◽  
International Students ◽  
Host Country ◽  
Foreign Students ◽  
Research Method ◽  
International Student ◽  
Textual Analysis ◽  
Psychological Research ◽  
Strong Bond ◽  
American Counterpart

Going to the advanced countries for higher education has been in vogue for long. There is a considerable rise in the number of international students in USA universities. This paper explores how Shamsie portrays interaction among international students. It is delimited to the analysis of Shamsies two novels: Salt and Saffron, and Kartoghraphy applying textual analysis as a research method. The insight gained through this research about friendship among international students is in keeping with the findings of the psychological research about three predictable patterns of friendship: friendship with the students of ones own country, friendship with other foreign students and friendship with students of the host country. In Kartoghraphy all three patterns of friendship are found while in Salt and Saffron only a strong bond of friendship between a Pakistani international student and her American counterpart is portrayed. Shamsie presents easy assimilation of Pakistani diaspora students.

scholarly journals Self Esteem and General Well Being in Adolescents with Low vs High Emotional Competence

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Sarvdeep Kohli ◽  
Anjali Malik ◽  
Varsha Rani
Keyword(s):  
Emotional Competence ◽  
Sample Selection ◽  
Well Being ◽  
Self Esteem ◽  
The Self ◽  
Successful Development ◽  
Emotional Evaluation ◽  
Competence Scale ◽  
Age Range ◽  
Selection Of

An essential component of youths’ successful development is learning to appropriately respond to emotions, including the ability to recognize, identify and describe one’s feelings. Emotional competence refers to one’s ability to express or release one’s inner feelings or emotions. Self-esteem reflects a person’s overall subjective emotional evaluation of his or her own worth. It is a judgment of oneself as well as an attitude toward the self. General well being refers to the harmonious functioning of the physical as well as psychological aspects of the personality, giving satisfaction to the self and benefit to the society. The present study focuses on the self esteem and general well being in adolescents with low vs high emotional competence. For this purpose, first of all emotional competence scale was administered on 260 adolescents within the age range of 15-18 years, to identify the low emotionally competent and high emotionally competent adolescents. After the sample selection of 152 subjects (76 low emotionally competent and 76 high emotionally competent) Rosenberg’s Self-esteem scale and General well being scale were administered. Results indicate that high emotionally competent adolescents have high self-esteem and better general well being than low emotionally competent adolescents.

scholarly journals The Determinants of International Student Demand in New Zealand and the OECD

2021 ◽  
Author(s):  
◽  
Logan Page
Keyword(s):  
New Zealand ◽  
International Students ◽  
Fixed Effects ◽  
International Student ◽  
Tertiary Education ◽  
Descriptive Analysis ◽  
University Education ◽  
Export Market ◽  
Student Demand ◽  
The Impact

<p>Tertiary education, once a purely domestic affair, has become an increasingly globalised industry over previous decades. Whilst the international sector has grown to being New Zealand's fourth largest export market (Ministry of Education, 2016), there is a lack of credible research on the demand of international students.    This thesis aims to provide a greater understanding of the determinants of international student demand, both in New Zealand and internationally. I firstly provide a descriptive analysis of the trends in the international student market for New Zealand and 27 OECD countries. Secondly, I use a fixed-effects approach to analyse the demand of international students within New Zealand, using fees data at the course-by-university level. Thirdly, I then generalise this approach to the international market to provide an analysis of the demand for international students travelling to the OECD.    The findings from these analyses imply that the demand for international university education is relatively inelastic. The impact of a marginal increase in fees decreases the number of EFTS/students at a proportion of less than one. Furthermore, this effect is generally not statistically distinguishable from zero.</p>

scholarly journals International Students’ Perceptions and Experiences of British Drinking Cultures

2018 ◽  
Vol 23 (3) ◽  
pp. 572-588 ◽  
Author(s):  
Thomas Thurnell-Read ◽  
Lorraine Brown ◽  
Philip Long
Keyword(s):  
International Students ◽  
International Student ◽  
Social Space ◽  
Qualitative Interviews ◽  
Heavy Drinking ◽  
Well Being ◽  
Drinking Habits ◽  
Public House ◽  
The Uk ◽  
The Impact

While the increased scale and importance of international students to the UK Higher Education sector is now well established, little is known about the ways in which students from non-UK countries experience and interact with the heavy drinking culture that predominates on and near many British universities. Drawing on qualitative interviews, this article analyses the perceptions, attitudes, and experiences of British drinking cultures held by international students studying on postgraduate courses at a UK university. Students report prior awareness of alcohol consumption being important to British culture and recount both positive and negative experiences of witnessing and, for many, participating in drinking alcohol. Students make ready comparisons with the drinking habits and attitudes of their own culture. Further still, many made a distinction between the public house, or ‘pub’, as a welcoming and friendly social space, and bars and nightclubs, where a far greater risk of exposure to violence and harassment was perceived. The article provides theoretical insights to support future and more wide-ranging research into mobile drinking cultures and also suggests practical implications to inform stakeholders with interests in the welfare of international students in the UK in relation to the provision of effective and proactive policies which address the impact of British drinking cultures on international student integration and well-being.

scholarly journals Inteligencia emocional, Resiliencia y Autoestima en personas con discapacidad física y sin discapacidad

2018 ◽  
Vol 17 (2) ◽  
pp. 263-283
Author(s):  
Magdalena Gómez-Díaz ◽  
María Jiménez-García
Keyword(s):  
Emotional Intelligence ◽  
Physical Disability ◽  
Personal Development ◽  
Physical Disabilities ◽  
Well Being ◽  
Self Esteem ◽  
The Self ◽  
Emotional Management ◽  
Different Dimensions ◽  
People With Physical Disabilities

Introducción: La Inteligencia emocional, resiliencia y autoestima son conceptos relacionados con el desarrollo personal. Las personas que presentan discapacidad física, la percepción de las diferentes situaciones a las que tienen que enfrentarse pueden influir en sus emociones y comportamiento.Objetivo: Analizar las diferencias o similitudes entre las personas con discapacidad y sin discapacidad en el ámbito de la inteligencia emocional, la resiliencia y la autoestima. Metodología: Estudio cuantitativo de tipo descriptivo, transversal, y prospectivo, utilizando las escalas de la Inteligencia emocional TMMS-24, la escala de la Resiliencia CD-RISC10 y la escala de la autoestima de Rosemberg, con un total de 100 participantes. Resultados: Las personas con discapacidad física presentan medias estadísticamente superiores en inteligencia emocional y resiliencia, aunque en autoestima las personas sin discapacidad presentan medias superiores. Discusión: Distintos autores ponen de manifiesto que las emociones juegan un papel fundamental en el bienestar de los individuos. En el caso de las enfermedades que implican discapacidad física, afectan a los diferentes aspectos de la vida de las personas, por lo tanto se hace más necesario aún el buen manejo emocional para evitar que la persona sufra mayores consecuencias físicas y/o emocionales. Conclusiones: Las personas con discapacidad física presentan unos niveles adecuados de inteligencia emocional en sus diferentes dimensiones, desarrollando estrategias de afrontamiento que les permiten hacer frente a dichas dificultades. La autoestima de las personas con discapacidad física, se ve mermada por la baja percepción de control independiente. Introduction: Emotional intelligence, resilience and self-esteem are concepts related to personal development. People who have physical disabilities, the perception of the different situations that have to face may influence emotions and behavior.Objective: Analyze the differences or similarities between people with disabilities and without disabilities in the field of emotional intelligence, resilience and self-esteem.Methodology: Type descriptive, transversal and prospective, quantitative study using the scales of the emotional intelligence TMMS-24, the scale of the Resilience CD-RISC10 and the scale of the Rosenberg self-esteem, with a total of 100 participants.Results: Persons with physical disabilities present mean statistically higher on emotional intelligence and resilience, although regarding self-esteem people without disabilities have an upper mean.Discussion: Different authors have shown that emotions play a fundamental role in the well-being of individuals. In the case of diseases that involve physical disability, affect different aspects of the life of people, therefore even good emotional management is necessary most to avoid that the person may suffer greater consequences physical and/or emotional.Findings: Persons with physical disability have adequate levels of emotional intelligence in its different dimensions, developing coping strategies that enable them to cope with such difficulties. The self-esteem of people with physical disabilities is weakened by the low perception of independent control.

Is self-esteem a resource for the parental couple? A longitudinal study on the quality of the romantic and coparental relationships

2019 ◽  
Vol 36 (11-12) ◽  
pp. 3773-3795
Author(s):  
Nahema El Ghaziri ◽  
Joëlle Darwiche ◽  
Jean-Philippe Antonietti
Keyword(s):  
Relationship Quality ◽  
Well Being ◽  
Self Esteem ◽  
The Self ◽  
Family Unit ◽  
The Family ◽  
Parental Couple ◽  
The Relationship ◽  
Over Time

The aim of this study is to investigate the longitudinal influence of self-esteem on romantic and coparental relationship quality. The data were drawn from the German Family Panel, pairfam. Parents ( n couples = 2,364) were assessed three times over 4 years. The results indicated that romantic and coparental quality decreased over time, while self-esteem remained stable. The self-esteem of both parents predicted initial romantic and coparental quality. Additionally, mothers’ self-esteem reduced the decline in romantic quality. Finally, romantic quality mediated the relationship between parents’ self-esteem and coparental quality. These results suggest that self-esteem might be a resource for the parental couple and even for the family unit, as romantic and coparental quality are key elements for the well-being of both parent and child.

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