The role of self-determined motivation and goals for study abroad in the adaptation of international students.

244 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Cultural Transitions in Higher Education: Individual Adaptation, Transformation and Engagement (2012, background): “Suanet & Van deVijver, 2009) there is widespread empirical evidence that the majority of students adapt and achieve in spite of challenges (Chirkov et al., 2007; Gu & Schweisfurth, 2006; Gu, Schweisfurth, & Day, 2010; Montgomery & McDowell, 2009; Volet & Renshaw, 1996).”
Further examining the role motivation to study abroad plays in the adaptation of international students in Canada (2008, background): “These researchers mainly study people’s life-goals which are value-like, life-guiding principles (Kasser & Ryan, 1993, 1996), whereas, Chirkov et al. (2007) addressed the goals of international students to move abroad as ‘‘more specific situational objectives that are shaped by their situation in…”
Providing a positive learning experience for international students studying at UK universities: A literature review (2014, background): “This investment may also relate to what Chirkov et al. (2007) identified as rewards for the student in relation to their own goals, rewards from parents, or gaining social approval and/or a feeling that they ‘should’ or ‘ought’ to study abroad.”