The Role of Supervisor Support, Self-Efficacy, and Language Competence in Academic Adaptation of International Graduate Students in Central China

Autor/inn/en	San, Cherry Kyaw; Guo, Hui
Titel	The Role of Supervisor Support, Self-Efficacy, and Language Competence in Academic Adaptation of International Graduate Students in Central China
Quelle	In: Higher Education Studies, 12 (2022) 2, S.1-8 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Graduate Students; Self Efficacy; International Education; Intervention; Higher Education; Foreign Students; Chinese; Second Language Learning; Prediction; Student Adjustment; Academic Achievement; Language Proficiency; Correlation; Supervisor Supervisee Relationship; Teacher Student Relationship; College Faculty; Foreign Countries; Student Attitudes; Measures (Individuals); China + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Self-efficacy; Selbstwirksamkeit; Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; China; Chinesen; Zweitsprachenerwerb; Vorhersage; Adjustment; Schüler; Schülerin; Adaptation; Schulleistung; Language skill; Language skills; Sprachkompetenz; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Ausland; Schülerverhalten; Messdaten
Abstract	This study examined the influence of supervisor support, self-efficacy, and language competence on the academic adaptation of international graduate students. Quantitative data were collected from a sample of 410 international graduate students at five universities in central China. Correlation and multiple regression analyses were conducted and results showed that supervisor support, self-efficacy, English competence were the significant predictors for the academic adaptation of the international students. Contrary to prediction, the host language (Chinese) did not predict their academic adaptation and possible reasons were discussed. These findings contribute to the growing knowledge in the field of international education, supporting main previous studies. The observed predicting roles of the identified factors imply intriguing considerations for higher education institutions in China to provide interventions for international students with the aim of facilitating smooth adaptation to the new academic context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01