Determinants of International Students’ Academic Performance
By Gang Li, Wei Chen, Jing-Lin Duanmu. 2010
299 citations recorded by the source corpus.
With the increasing number of international students travelling to well-developed countries for higher education, there has been a growing interest in exploring the factors that influence their academic performance during their overseas studies. This study aims to give an insight into international students’ learning experience by investigating the differences between Chinese and non-Chinese cultural groups and leads to the identification of the key predictors of their academic achievement via multiple regression analysis. The results suggest that the perceived importance of learning success to family, English writing ability, and social communication with their compatriots are significant predictors for all international students. As the predominant group, Chinese students display some distinctive characteristics. A less active learning strategy is observed among Chinese students relative to others, but no evidence has found that this negatively affects their academic achievement.
Subfields: Communication, Education, Political Science and International Relations
View Paper: https://www.semanticscholar.org/paper/871d92862bf72c463a335f3ce3a249dc69a6b2b5
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Citations in the corpus
- Educational Experiences Associated With International Students’ Learning, Development, and Positive Perceptions of Campus Climate (2012, background): “Research on the factors that influence international students’ academic performance (Wei Chen & Duanmu, 2009) and language-related problems in academic studies (Moores & Popadiuk, 2011; Zhang & Mi, 2009) has certainly contributed to our understanding of the ways American universities can create…”
- The First Year Acculturation: A Longitudinal Study on Acculturative Stress and Adjustment among the First Year International College Students (2021, background): “High English proficiency also affects international students’ academic accomplishment (Li et al., 2010), encourages them to speak in class (Yeh & Inose, 2003), and produces better psychological adjustment (Poyrazli, 2003).”
- Business simulation as an active learning activity for developing soft skills (2016, background): “This is consistent with findings from previous research on the difficulties of adjustment of Asian students to independent learning methods (Li et al., 2010; Smith & Smith, 1999).”
- Impact of English Proficiency on Academic Performance of International Students. (2015, background): “However, there are other factors involved when it comes to the international students' academic performance in higher education, since international students have unique characteristics that distinguish them from domestic students (Li et al., 2010).”