How Much Does It Differ? How Much Does It Matter? The Research Experience of Mainland Chinese and Hong Kong Students in a Hong Kong University

Autor/in	Zeng, Lily Min
Titel	How Much Does It Differ? How Much Does It Matter? The Research Experience of Mainland Chinese and Hong Kong Students in a Hong Kong University
Quelle	In: Studies in Higher Education, 46 (2021) 3, S.606-623 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1647412
Schlagwörter	Student Research; Student Experience; Graduate Students; Foreign Students; Asians; Cultural Differences; Student Satisfaction; Peer Relationship; Social Support Groups; Interpersonal Communication; Supervisor Supervisee Relationship; Supervision; Skill Development; Educational Environment; Educational Facilities; Test Reliability; Test Validity; Measures (Individuals); Research Universities; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Studentenforschung; Studienerfahrung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Asian; Asiat; Asiatin; Asiaten; Asiate; Kultureller Unterschied; Peer-Beziehungen; Social support; Soziale Unterstützung; Interpersonale Kommunikation; Kompetenzentwicklung; Qualifikationsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsstätte; Testreliabilität; Testvalidität; Messdaten; Forschungseinrichtung; Ausland; Hongkong
Abstract	Using the invariance test, this study compared the research experiences of students from two sibling cultural groups in a Hong Kong context. Data were collected from 304 Mainland Chinese and 225 local Hong Kong research students. Their research experiences were measured using the Student Research Experience Questionnaire (SREQ) and two scales developed from previous studies on research students in Hong Kong (Peer Support and Communication with Supervisor). The data supported the construct validity, consistency, and the measurement equivalence of all measurements. The data showed that Mainland Chinese students had significantly higher satisfaction with Infrastructure, Intellectual and Social Climate, and Peer Support and marginally higher satisfaction with Supervision, Communication with Supervisors than local Hong Kong students. The invariance tests indicated nonsignificant difference in the path models of the two groups. Two SREQ scales contributed significantly to students' overall satisfaction. The new scales added contributed significantly to students' development in generic skills. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01