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Oceans crossing: Factors contributing to the social and academic integration of Korean, Malaysian, and Taiwanese international undergraduate students at a research university.

机译：海洋跨越：在研究型大学中促进韩国，马来西亚和台湾国际本科学生的社会和学术融合的因素。

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摘要

The number of international students, especially Asian international students, studying at colleges and universities in the United States has increased dramatically during the past 50 years. As the fastest growing population on campus, Asian international students are also attracting more attention than ever before in higher education. However, much research has focused on Asian students' adjustment and adaptation to American culture and campus life.;This study investigated factors contributing to social and academic integration of Korean, Malaysian and Taiwanese international undergraduate students. This study sought understanding of why some or many of the Asian international undergraduate students integrate into college successfully despite having many challenges. Might their distinctive characteristics, country of origin, cultural norms and values, and other internal as well as external factors have significant bearing on the challenges of their social and academic integration? Specifically, guided by the Behavior-Perception-Behavior Model (Milem & Berger, 1997), and Self-Determination Theory (SDT) (Deci & Ryan, 1991, 2000), this study investigated how students were making a successful transition into the institution and how they integrated into the university community.;This qualitative case study gained insights into students' attitudes, behaviors, their cultures and values systems, concerns, motivations, and aspirations to become integrated to a new college environment. The study found that participants' limited cultural awareness and knowledge of America and its educational system, and language proficiency for engaging in cross-cultural interactions proved to be factors influencing their social and academic integration. However, most Korean, Malaysian, and Taiwanese participants in this study were both highly intrinsically and extrinsically motivated to do well in college and were very goal-oriented. Most participants were more academically integrated than socially integrated. Most participants got more involved in both social activities and academic activities after their first year. Malaysian and Taiwanese students in the study were likely to be more socially and academically integrated in the college community than Korean students. In addition, major differences in academic and social integration were found among those interviewed participating students. The participants who enrolled in higher ranking programs such as education, communication, engineering, business, and natural sciences got more involved in campus and thus, became more integrated and more affiliated with their institution while students in economic programs felt marginalized in the campus community.;The study offered suggestions for improving policies and practices, theories, and future research on Asian international undergraduate students. Both Self-determination theory and the Behavior-Perception-Behavior model proved that they were conceptually useful through the rich findings of the study. The study proved that Asian international students are not a homogenous group and their needs and concerns differ by country of origin, ethnicity, age, year in college, programs of study, and educational background. Developing cross-cultural programs to facilitate interaction between domestic and international students would help international students improve their English and become more confident in interacting with diverse people. The study showed that Korean, Malaysian, and Taiwanese student associations play an important role in the participants' lives during their time studying in the U.S.
机译：在过去的50年中，在美国的大学学习的国际学生，尤其是亚洲国际学生的数量急剧增加。作为校园中增长最快的人口，亚洲国际学生在高等教育中也比以往任何时候都吸引了更多的关注。然而，许多研究集中在亚洲学生对美国文化和校园生活的适应和适应上。这项研究调查了影响韩国，马来西亚和台湾国际本科学生的社会和学术融合的因素。这项研究试图了解为何尽管面临许多挑战，还是有一些亚洲国际本科生成功地融入了大学。他们的独特特征，原籍国，文化规范和价值观以及其他内部和外部因素是否可能对他们的社会和学术融合带来重大挑战？具体而言，在行为-知觉-行为模型（Milem＆Berger，1997）和自决理论（SDT）（Deci＆Ryan，1991，2000）的指导下，本研究调查了学生如何成功地过渡到该机构。以及定性的案例研究获得了对学生的态度，行为，他们的文化和价值观体系，关注点，动机和渴望融入新的大学环境的见解。这项研究发现，参与者对美国及其教育系统的文化意识和知识有限，参与跨文化交流的语言能力被证明是影响其社会和学术融合的因素。但是，大多数参与这项研究的韩国人，马来西亚人和台湾人都是出于内在和外在动机，在大学里表现出色，并且非常注重目标。大多数参与者的学术融合程度高于社会融合程度。第一年后，大多数参与者都更多地参与了社交活动和学术活动。与韩国学生相比，研究中的马来西亚和台湾学生在大学社区中的社交和学术融合程度更高。此外，在受访学生中，在学术和社会融合方面存在重大差异。参加了诸如教育，通信，工程，商业和自然科学等高等课程的参与者更多地参与了校园活动，因此变得更加一体化，并与他们的机构更加紧密地联系在一起，而经济课程的学生则感到在校园社区中处于边缘地位。 ；该研究为改进亚洲国际留学生的政策和实践，理论以及未来研究提供了建议。自决理论和行为感知行为模型都证明，从研究的丰富发现来看，它们在概念上是有用的。该研究证明，亚洲国际学生不是一个同质的群体，他们的需求和关注因原籍国，种族，年龄，大学学历，学习计划和教育背景而异。制定跨文化计划以促进国内和国际学生之间的互动，将帮助国际学生提高英语水平，并变得更有信心与不同的人交流。研究表明，韩国，马来西亚和台湾学生社团在参与者赴美学习期间对他们的生活起着重要作用。

著录项

  • 作者

    Pham, Hoa.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Education Multilingual.;Education Higher.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 194 p.
  • 总页数 194
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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