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Thematische Bibliographien / Chinese students / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Chinese students“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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1

Lu, Wei, und Jae Eun Lee. „Improving International Students' Safety Perceptions in the Crisis of COVID-19: Focused on Chinese Student“. Crisis and Emergency Management: Theory and Praxis 18, Nr. 8 (31.08.2022): 1. http://dx.doi.org/10.14251/crisisonomy.2022.18.8.1.

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The purpose of this study is to find out the safety crisis of Chinese international students studying in Korea and how to improve safety perception. After COVID-19 as a sudden public event, safety perception and education on public health should be strengthened. Although China is taking many protective measures for the safety of international students, not only the popularity of 'health bags' is high, but also the publicity needs to be improved. The survey results showed that first, it is necessary to establish a mechanism for assessing student safety perception, adjust the focus of education, identify the main factors affecting student safety, and timely and effectively remove the pressure of the epidemic on students. Second, it is necessary to continuously update the safety protection contents for international students. Third, safety education for international students should be thoroughly conducted and attention should be paid to emergency management resources. Fourth, it is required to promote the timeliness and efficiency of information update and to establish a broad and effective information communication channel.

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WUYUN, BAGEN, Guangping ZHANG, Shoko HASEGAWA, Takashi SHIMOMURA und Naoki MATSUBARA. „Landscape assessment fo rgreen roofs by Chinese students, Chinese students in Japan and Japanese students“. Journal of the Japanese Society of Revegetation Technology 38, Nr. 4 (2012): 439–48. http://dx.doi.org/10.7211/jjsrt.38.439.

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3

Crawford, Mark H. „Chinese Science Students Wooed“. Science 245, Nr. 4921 (September 1989): 934. http://dx.doi.org/10.1126/science.245.4921.934.d.

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4

CRAWFORD, M. H. „Chinese Science Students Wooed“. Science 245, Nr. 4921 (01.09.1989): 934. http://dx.doi.org/10.1126/science.245.4921.934-b.

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5

Hon, Kam-lun Ellis, Sheila F. Twinn, Ting F. Leung, David R. Thompson, Yin Wong und Tai F. Fok. „Chinese Nursing Students' Attitudes Toward Traditional Chinese Medicine“. Journal of Nursing Education 45, Nr. 5 (01.05.2006): 182–85. http://dx.doi.org/10.3928/01484834-20060501-08.

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6

Tan, Aorui. „The Research on the Happiness Brought by Chinese Short Video Software Douyin to Chinese College Students“. Lecture Notes in Education Psychology and Public Media 4, Nr. 1 (17.05.2023): 1179–85. http://dx.doi.org/10.54254/2753-7048/4/2022858.

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Douyin is now a popular short video app for Chinese college students. Most Chinese college students watch Douyin for entertainment. So how Douyin brings happiness to college students is worth studying. A questionnaire was made for college students to fill out to help with the study. Through data analysis of the questionnaire results, the conclusions are showed that first Chinese college students are attracted by entertaining videos on Douyin, and they like livestream function of Douyin most, which also brings them happiness. Douyin had become a form of entertainment among college students during the quarantine as well. Furthermore, fragmented video information transmission mode on Douyin makes some students think the joy they get is continuous, while others think it is transient. In addition, most students agree that Douyin is a vulgar way of entertainment, mainly due to the uneven quality of the videos on this platform. Overall, this study presented that Douyin does bring happiness to Chines college students. However, this kind of video content that brings students happiness is tacky to some extent and has no substantive meaning.

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Yin, Hongzhi, Athapol Ruangkanjanases und Chenin Chen. „Factors Affecting Chinese Students' Decision Making toward Thai Universities“. International Journal of Information and Education Technology 5, Nr. 3 (2015): 189–95. http://dx.doi.org/10.7763/ijiet.2015.v5.500.

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8

Heng, Tang Tang. „“Chinese Students Themselves Are Changing”“. Journal of International Students 10, Nr. 2 (15.05.2020): 539–45. http://dx.doi.org/10.32674/jis.v10i2.958.

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Given how China has been the top source of international students worldwide, there has been growing media and research interest in Chinese international students. However, much of the narratives tend to focus on their struggles. In this commentary, I draw upon insights from my personal experience as an international student and, consequently, research on Chinese international students to illuminate alternative ways of understanding Chinese internationals and the reasons for why these perspectives around international students are necessary.

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Pomnikova, A. Yu. „Chinese Students' Compressive Family Narratives“. Yazyk i kul'tura, Nr. 49 (01.03.2020): 99–119. http://dx.doi.org/10.17223/19996195/49/6.

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10

Orleans, Leo A. „Chinese students and technology transfer“. Journal of Northeast Asian Studies 4, Nr. 4 (Dezember 1985): 3–25. http://dx.doi.org/10.1007/bf03025066.

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11

SUN, M. „Uncertain Future for Chinese Students“. Science 246, Nr. 4934 (01.12.1989): 1114. http://dx.doi.org/10.1126/science.246.4934.1114.

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12

Dorhout, Peter K. „On Keeping Chinese Science Students“. Physics Today 54, Nr. 11 (November 2001): 81–82. http://dx.doi.org/10.1063/1.1428449.

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13

Mervis, J. „NASA Meeting Bars Chinese Students“. Science 342, Nr. 6155 (10.10.2013): 177. http://dx.doi.org/10.1126/science.342.6155.177.

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14

Shi, Ling, und Yanning Dong. „Chinese graduate students paraphrasing in English and Chinese contexts“. Journal of English for Academic Purposes 34 (Juli 2018): 46–56. http://dx.doi.org/10.1016/j.jeap.2018.03.002.

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15

Sakti, Karina Fefi Laksana. „Penerapan Modul Digital Fonologi Bahasa Mandarin pada Mahasiswa Prodi Pendidikan Bahasa Mandarin Universitas Negeri Malang“. Jurnal Pendidikan Bahasa 11, Nr. 1 (15.06.2022): 16–23. http://dx.doi.org/10.31571/bahasa.v11i1.3552.

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The aim of this study is: (1) to describe the application of the Chinese phonology digital module to students of the Chinese Language Education Study Program, and (2) to describe the student's response to the Chinese phonology digital module. This study used the descriptive qualitative method. The data sources used in this study were students of the Mandarin Language Education Study Program, Universitas Negeri Malang. The data from this study were obtained from observations and interviews. The results of observations from this study indicate that learning activities by applying this digital module can run smoothly and according to plan. Students are enthusiastic about participating in all learning activities. In addition, students can also understand Chinese phonological material easily. Based on the interview results, it can be seen that the Chinese phonology digital module makes it easier for students to learn Chinese phonology anywhere and anytime.

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Kakupa, Paul, und Han Xue. „Students’ Attitudes towards Research: A Study of Graduate Education Students at a Chinese Normal University“. Educational Process: International Journal 8, Nr. 2 (15.03.2019): 97–110. http://dx.doi.org/10.22521/edupij.2019.82.1.

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17

Sato, Takahiro, Valerie Burge-Hall und Tsuyoshi Matsumoto. „American Undergraduate Students’ Social Experiences With Chinese International Students“. International Journal of Educational Reform 29, Nr. 4 (28.05.2020): 354–70. http://dx.doi.org/10.1177/1056787920927682.

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The purpose of this study was to describe and explain American undergraduate students’ social experiences interacting with non-native English-speaking Chinese international students during conversational practices at an American university. This study used an explanatory (holistic) multiple case study design (Yin, 2003) using in-depth, semistructured interviews grounded in the social exchange theory. The participants were seven American students (three men and four women) who served as conversation partners of Chinese international exchange students during each fall semester. Three major interrelated and complex themes emerged from the data. They were (a) developing social reward relationships, (b) proving the social norm information during the conversational partnerships, and (c) employing/utilizing strategies for developing trust relationships. The results of this study can be utilized to encourage faculty, global education office staff, and all students to respect, value, and embrace the languages and cultures of Chinese international students. This contribution can prompt a greater appreciation for diversity which leads to meaningful academic, athletic, and social experiences for all students at American college and university.

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Nkrumah, Bright, und Raymond Asamoah. „Ghanaian Chinese Language Learners’ Perception of Chinese Characters“. Journal of Foreign Language Teaching and Learning 7, Nr. 2 (12.10.2022): 329–52. http://dx.doi.org/10.18196/ftl.v7i2.14077.

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This paper investigated students’ perception of learning Chinese characters at the University of Ghana. The Chinese writing system is an exclusive indispensable script that forms part of the Chinese culture. However, the complexity, forms, strokes, pronunciation, radicals, and orthography structure of the characters makes it difficult for Ghanaian students to learn the Chinese language. A qualitative and quantitative design was used for the study. Of 338 students, 183 participated in the study from the first to the fourth year. Purposive sampling was used to select the students to respond to the questionnaire and share their opinions about the Chinese characters in interviews. The findings showed that (a) reading and writing of the Chinese characters were perceived to be more difficult than speaking. (b) the Chinese character radicals, forms, remembering of strokes, orders, numbers, and the orthography structure of the Chinese characters were a hurdle for Chinese language learners. Suggestions were made to urge students to cultivate the habit of consistently practicing the characters through collective participation and learning. The language learners need to do away with excuses, fear, and make-believe obstructions and spend more time in the learning process to enhance their skills in the Chinese writing system.

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Xu, Cora Lingling. „Portraying the ‘Chinese international students’: a review of English-language and Chinese-language literature on Chinese international students (2015–2020)“. Asia Pacific Education Review 23, Nr. 1 (27.11.2021): 151–67. http://dx.doi.org/10.1007/s12564-021-09731-8.

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AbstractThe Chinese international students are often portrayed in a monolithic manner in popular discourse. To offer a more comprehensive and critical representation of the Chinese international students, this paper conducts a thematic narrative review of 128 English-language and 74 Chinese-language peer-reviewed articles published between 2015 and 2020. Drawing on post-colonial theories, this review identifies four subject positions portrayed of the Chinese international students: the (1) neoliberal, (2) political, (3) pedagogic and (4) racialised subjects. This paper celebrates heartening developments in the literature which affirms Chinese international students’ epistemic contributions, legitimate pedagogic needs, notable heterogeneity and wide-ranging political, cultural and pedagogic agencies. It also highlights how aspects of these subject positions have exercised epistemic injustice on the Chinese international students. Meanwhile, it pinpoints the Chinese international students’ acquiescence in exacerbating global education inequalities. Among the first to bring the dominant English-language and ‘local’ perspectives of Chinese-language literature in dialogue, this article notes divergent focuses and indicates unique contributions to historicising research on Chinese international students made by the latter. This article challenges popular perceptions of Chinese international students, questions production of knowledge, and pinpoints future research directions.

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Lin, Fen, Yanfei Sun und Hongxing Yang. „How are Chinese Students Ideologically Divided? A Survey of Chinese College Students' Political Self-Identification“. Pacific Affairs 88, Nr. 1 (01.03.2015): 51–74. http://dx.doi.org/10.5509/201588151.

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21

Gao, Zice. „The Impact of Social Media on the Upper Chinese and Patriotic Chinese Groups of Overseas Chinese Students“. Communications in Humanities Research 7, Nr. 1 (31.10.2023): 315–22. http://dx.doi.org/10.54254/2753-7064/7/20230926.

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In the 21st century, more and more Chinese students choose to go abroad and study overseas; studying abroad is gradually no longer a small option but gradually, like Postgraduate examinations and Civil service examinations, becoming a significant choice for college students to continue their studies. However, in addition to paying attention to the material life of international students, more and more attention has begun to focus on the spiritual life of international students in recent years. As an international student with a unique cross-cultural identity, what kind of change of thinking will occur after accepting the media context of their ethnic media and overseas social media has become the focus of attention. This paper uses the theories of self-classification, social identity, and belief theory to conduct research to explore how social media affects changing the thinking of international students in todays highly-developed world. This paper adopts the research method of in-depth interviews, with interviews 20 international students from the United States, the United Kingdom, Japan, and other countries to obtain first-hand information for research, and analyzes that People born in 95 - 00 years (contemporary international students) are keen to use social media and social media accounts for a high proportion of their lives. At the same time, it is concluded that most contemporary international students are relatively rational and objective and have high patriotic enthusiasm. still there are also very obvious upper Chinese and patriotic Chinese groups. But the upper Chinese group is not welcome among overseas students. In general, contemporary international students have high patriotic feelings and good critical thinking skills. They can think about problems from multiple angles, and international students can be used as a bridge for cultural exchanges. In that case, China can go more to the world and the world can know more about China.

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Khosasih, Andyni. „Chinese Teaching in Chinese Department of Binus University“. Humaniora 2, Nr. 1 (30.04.2011): 690. http://dx.doi.org/10.21512/humaniora.v2i1.3085.

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Binus University, established in 1974 and located in West Jakarta, is one of famous universities in Indonesia. This university has some literature departments including Chinese literature department which was started in 2002. At this moment, this department has 419 students and 28 lecturers who have different background. The difference of the students and lecturers’ point of view becomes one the backgrounds of this paper. The others are text books used, campus rules and alternative solution toward the problem faced. The method used in this research is direct observation. From the data taken and analyzed, it can be concluded: (1) Chinese department students, either Chinese descendant or not, has problems in learning Chinese, (2) The number of lecturers of Bachelor graduates is more than the master ones, (3) The Chinese language mastery of Chinese descendant students is better than non Chinese descendant ones, (4) The text books used are not all suitable for Chinese department student, and (5) The quality control system of Chinese teaching is good.

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Shen, Xinting. „Statistical Prediction and Marketing Recommendation of Foreign International Students’ Consumer Behavior“. BCP Business & Management 36 (13.01.2023): 7–15. http://dx.doi.org/10.54691/bcpbm.v36i.3379.

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Under a dynamic and complex educational market, it forces shape the educational environment. In the context of China, accelerating economic growth produces multiple newly Chinese multinational education institutions, which lack accurate analysis of consumer preference’s inherent characteristics with educational needs. Therefore, this research is vital in helping new Chinese multinational education institutions make decisions based on foreign countries’ students’ consumer preference and further filling the Chinese multinational education institution preference analysis’ gap. In statistics, this paper uses the Data collected from OECD/UIS/Eurostat (2021) Table B6.1, throughout 45 countries, ranging including bachelor's degree, master and doctorates foreign countries students studying in China, to conduct regression analysis intensely observing foreign international students’ Country of Attendance preference. In Marketing, Multi-factor integration model authenticates the overall international student's consumer performance. It is proved that Chinese educational institutions’ attraction is dominantly attributed to stable economic growth, advanced information, and communication technology. Specifically, China has a higher affinity towards OECD country students for courses of tertiary, bachelor, master, and doctoral studies. Foreign international students' preference statistics prediction improved the accuracy of foreign international students’ behaviors towards the Chinese educational area, driving Chinese educational institutions to a more precise and effective marketing strategy. These results shed light on foreign international students' preference for Chinese education, and how should educational institutions change their marketing methods next.

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Lim, Miguel Antonio, und Zhuo Min Huang. „An analysis of Chinese students’ use of Chinese essay references“. Learning and Teaching 15, Nr. 2 (01.06.2022): 29–52. http://dx.doi.org/10.3167/latiss.2022.150203.

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Many studies have addressed the needs and challenges of international students in their host countries; however, there is relatively less work on the potential contributions these students make to their curricula. This article presents a bibliographic analysis of the academic references (n=7,273) used by Chinese students to construct their final essays on the theme of education and international development at a leading global university based in the United Kingdom. It examines (1) what knowledge resources are used in their essays; and (2) what the characteristics and patterns of these choices are. When allowed to construct their own essays, Chinese students appear to choose to use a significant proportion of Chinese knowledge resources within English academic essays. This use increases when their lecturers and tutors explain and accept the value of non-English academic resources. This article then discusses the implications of this result for lecturers.

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Liu, Hong, und Rining (Tony) Wei. „Chinese University Students’ Attitudes Toward Chinese-English Classroom Code-Switching“. Chinese Journal of Applied Linguistics 45, Nr. 2 (01.05.2022): 254–73. http://dx.doi.org/10.1515/cjal-2022-0207.

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Abstract This study investigates students’ attitudes towards classroom code-switching (CS) between Chinese and English, and how such attitudes are influenced by learning motivation and language anxiety, the two focal variables of the present study. A total of 550 students from a university in northwest China took part in an online survey. The results of quantitative analyses suggest a division of attitudes towards CS, acknowledging its usefulness but dismissing its symbolic value. Such attitudes can be predicted based on the focal learner characteristics. The implications of the findings are discussed vis-à-vis the social psychology of CS and an optimal use of CS to assist language learning and teaching.

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Lee, Kit Fong. „Non-Chinese students learn Chinese with fun through origami activities“. Han-Character and Classical written language Education 35 (30.09.2014): 351–71. http://dx.doi.org/10.15670/hace.2014.35.1.351.

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27

Peng, Yue. „The Critical Reflections on Chinese Students Stereotypes“. Lecture Notes in Education Psychology and Public Media 12, Nr. 1 (26.10.2023): 30–36. http://dx.doi.org/10.54254/2753-7048/12/20230771.

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This article analyses the critical thinking of previous studies from various perspectives on the stereotypes of Chinese students. It focuses on three aspects: What are the earlier stereotypes of Chinese students from numerous international scholars? What do they regard as the reasons for these stereotypes, and what are their respective attitudes? What are the new in-depth views of scholars on these stereotypes, and what initiatives have been proposed to improve the stereotypes of Chinese students? These questions are answered in the following main body section. Through the analysis and summary of scholars findings, it is found that stereotypes of Chinese students can be mainly related to learning styles and traditional Chinese cultural characteristics. The cause of stereotypes primarily comes from the influence of cultural differences between China and the West and the lack of understanding of Chinese education. The scholars critical views on Chinese students stereotypes are mainly about the internal and external environmental influences on Chinese students and the consequences of stereotypes. Therefore, this paper contributes to future research on improving Chinese students stereotypes in the context of international education.

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Opoku-Darko, James. „Ghanaian Students’ Perceptions of Chinese Language Learning“. American Journal of Education and Practice 7, Nr. 1 (20.01.2023): 26–34. http://dx.doi.org/10.47672/ajep.1329.

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Purpose: Chinese language proficiency presents myriads of opportunities. However, students’ perceptions influence their decisions to learn the language and since perceptions vary in different contexts, this study examined how Ghanaian students perceive Chinese language learning. Methodology: The qualitative approach, with the descriptive research design was used for the study. The target population was the University of Cape Coast students who were neither reading BA Chinese language programme nor taking free Chinese language and culture classes. Using the convenience sampling technique, twenty-two students who volunteered to partake in the study were selected. Data for the study were collected using an open-ended questionnaire. The data collected were analysed using the thematic content analysis based on the techniques of opening and axial coding. Findings: The results revealed that Ghanaian students generally had positive perceptions of Chinese language learning, and those with unfavourable perceptions are likely enroll onto a form of Chinese learning course if they become aware of the benefits associated with proficiency in Chinese language. Recommendations: The study recommend that outreach programmes should be instituted by Chinese language centres in Ghana to sensitise the public on the benefits of Chinese language learning. The study also recommend more research to be done on Chinese language.

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Bordovskaia, Nina V., Charles Anderson, Natalia Bochkina und Elena I. Petanova. „The Adaptive Capabilities of Chinese Students Studying In Chinese, British and Russian Universities“. International Journal of Higher Education 7, Nr. 4 (03.07.2018): 1. http://dx.doi.org/10.5430/ijhe.v7n4p1.

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This article presents a comparative study of the personal adaptive capabilities of Chinese students studying in Chinese, British and Russian universities. The study involved 224 Chinese first-year students who formed 3 groups: Group 1, 96 first-year students studying in China; Group 2, 100 Chinese first-year students studying in Russia; Group 3, 28 Chinese first-year students studying in the UK. The instruments employed were: a Personality questionnaire (adapted Rogers-Dymond method), the Big Five and the Method of studying the Research Potential of students (Bordovskaia et al., 2017). The study found that for all Chinese students, the general predictors of adaptation to university education are "openness" and "agreeableness". The differences are that the personal resources for the adaptation of Chinese students in Chinese and Russian universities are "research potential", in the British university "neuroticism", "extraversion" and "conscientiousness (self-control)”. The findings point up the conditions for ensuring the future academic, social and communicative success of Chinese students in the educational environments of British, Russian and Chinese universities, and allow one to predict the reasons for the difficulties faced by individual students.

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Akers, Michael D., Don E. Giacomino, Xin Li und Joseph Wall. „Measuring EQ Of Chinese Accounting Students“. Review of Business Information Systems (RBIS) 21, Nr. 2 (01.12.2017): 11–26. http://dx.doi.org/10.19030/rbis.v21i2.10077.

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While prior literature has examined the EQ of accounting students and Chinese business student limited research has examined both. This paper examines the self-reported emotional intelligence scores of accounting majors, undergraduate and graduate, at a Chinese university and compares these scores with their parents’ assessment. Our findings suggest that Chinese accounting students have high EQ. Further, the parents’ perceptions of EQ is significant in the determination of the EQ score. This finding is consistent with Goleman’s (1998) comments and has implications for any organization that uses an emotional intelligence instrument as part of the evaluation process.

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He, Yuanyuan, und Lin Xiao. „Being Chinese in Lived Intercultural Experiences: A Discourse Analysis of Chinese Undergraduates’ Perceptions of Chinese Culture“. Chinese Journal of Applied Linguistics 44, Nr. 2 (01.06.2021): 219–40. http://dx.doi.org/10.1515/cjal-2021-0013.

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Abstract The current study investigates a group of Chinese undergraduates’ perceptions of Chinese culture. It examines the discourses that the students drew on to assign meaning to Chinese culture and how the students used these discourses in constructing their Chinese cultural identity. A qualitative study was conducted collecting written self-reflective reports on critical intercultural incidents from 39 Chinese undergraduates at a university in Beijing. Questions designed to evoke reports from the students had them describe incidents in their past intercultural experiences that made them acutely aware of themselves “being Chinese” and specify aspects of Chinese culture that they felt such awareness could be attributed to. A discourse analysis reveals the multiplicity and contextuality of the students’ notions of Chinese culture. The findings raise important considerations for contemporary Chinese undergraduates’ cultural identity and their much debated “identity crisis.”

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Syuy Syutszyuan'. „PSYCHOLOGICAL TYPES OF CHINESE UNIVERSITY STUDENTS“. Pedagogical Education in Russia, Nr. 12 (2016): 123–26. http://dx.doi.org/10.26170/po16-12-25.

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Bano, Sara, und Qing Xia. „Chinese Undergraduate Students’ Perceptions of Learning:“. Journal of Comparative & International Higher Education 11, Winter (14.03.2020): 85–88. http://dx.doi.org/10.32674/jcihe.v11iwinter.1511.

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In the past few years, the number of Chinese undergraduate students in short term study abroad programs have substantially increased, especially in the field of public health. However, little is known about the experiences of Chinese undergraduate students' in short-term study abroad programs in the field of healthcare. In this qualitative study, by using Transformative Learning Theory lens we tried to understand the meaning making process of Chinese undergraduate students who participated in a short-term study abroad program in the field of Public Health at an American university. The students considered their participation in short-term study abroad program as an opportunity to develop their careers and global professional identity by learning English and cultural aspects of health profession in the USA.

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SMITH, DEREK R., NING WEI, TATSUYA ISHITAKE und RUI-SHENG WANG. „Musculoskeletal Disorders among Chinese Medical Students“. Kurume Medical Journal 52, Nr. 4 (2005): 139–46. http://dx.doi.org/10.2739/kurumemedj.52.139.

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Griner, Jessica, und Allison Sobol. „Chinese Students' Motivations for Studying Abroad“. Global Studies Journal 7, Nr. 1 (2014): 1–14. http://dx.doi.org/10.18848/1835-4432/cgp/v07i01/40893.

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Chang, Liu. „American Visa Officials Anger Chinese Students“. Chinese Education & Society 36, Nr. 6 (November 2003): 47–54. http://dx.doi.org/10.2753/ced1061-1932360647.

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Hong, Walter, Louisa Chan, Dunchun Zheng und Chao Wang. „Neurasthenia in Chinese Students at UCLA“. Psychiatric Annals 22, Nr. 4 (01.04.1992): 199–201. http://dx.doi.org/10.3928/0048-5713-19920401-11.

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Li, Anke. „University integration of Chinese undergraduate students“. Journal of international Mobility N�6, Nr. 1 (2018): 153. http://dx.doi.org/10.3917/jim.006.0153.

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He, Yunke, und Heather Banham. „Education Destination Determinants Of Chinese Students“. Journal of International Education Research (JIER) 7, Nr. 4 (29.09.2011): 19–32. http://dx.doi.org/10.19030/jier.v7i4.6041.

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As the focus on international education has changed from international aid to international trade, competition for internationally mobile students has increased. The motivational factors influencing the education destination decision for students from China is of particular significance to destination countries and their educational institutions. This paper explores directly with Chinese students the determinants and motivations on the education destination decision. The primary data is collected from five geographical regions in China. The analysis of the research findings has resulted in some important implications on government policies and institution recruitment strategies.

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Cheung, Chun Hei. „Chinese Students in American High Schools“. Journal of Education and Learning 11, Nr. 1 (12.11.2021): 65. http://dx.doi.org/10.5539/jel.v11n1p65.

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There are numerous scholarly articles that focus on Chinese Students’ decisions to go overseas and challenges they face in American High Schools. These research generates a holistic view on the subject., with many of them agreeing each other. Yet, despite many scholarly articles discussing this topic, I find few of these studies originate from students who have lived through the experience of having left China to study abroad in the US themselves. This essay will explore and investigate the experience of Chinese students in US high schools through a combination of personal experience and scholarly articles. Some of the results go in accordance with the scholarly articles, while some deviate away from the findings.

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Choudaha, Rahul. „Mobility of Chinese and Indian Students“. International Higher Education, Nr. 68 (25.03.2015): 8–9. http://dx.doi.org/10.6017/ihe.2012.68.8624.

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Many institutions are under pressure to recruit more international undergraduate students to overcome fiscal strains caused by budget cuts. China and India are large source countries, which are expected to show different trends beginning 2015 due to demographic shifts, self-financed students, pace of reforms and campus concerns. Institutions should prepare for these trends without letting fiscal urgency to lose focus on quality, integrity and diversity.

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Qiang, Zha. „Study Abroad Fever Among Chinese Students“. International Higher Education, Nr. 69 (25.03.2015): 15–17. http://dx.doi.org/10.6017/ihe.2012.69.8635.

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The numbers of Chinese students choosing to study abroad continues to increase. This article discusses some of the factors creating this demand, and argues that it will continue. One of the main groups are undergraduates who are going abroad for study.

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Spira, Neal. „The Experience of Supervising Chinese Students“. Psychoanalytic Inquiry 40, Nr. 1 (02.01.2020): 46–49. http://dx.doi.org/10.1080/07351690.2020.1690889.

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Wang, W. „Mainland Chinese Students' Concept of Health“. Asia Pacific Journal of Public Health 16, Nr. 2 (Juli 2004): 89–94. http://dx.doi.org/10.1177/101053950401600202.

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This investigation, which was part of a larger project, was to describe and explain the concept of health as perceived by Chinese students. Data were collected through a questionnaire from students from two primary schools, two high schools and two universities (N=946) in Shanghai, China. The results showed that Chinese students not only considered themselves healthy but also viewed adolescents as the healthiest people in comparison with children, the middle and the old-aged. Their health concept consisted of components relating to physical, psychological, and social/moral dimensions. There were more boys than girls who considered mental health to be part of general health and a tendency for boys to perceive health status as poorer along with the increase in age. The categories of the concept of health and students' views on how to enhance health status are presented. Asia Pac J Public Health 2004; 16(2): 89-94.

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Fuliang, Guo. „Zimbabwean Students’ Perception of Chinese Sounds“. International Journal of Language and Linguistics 3, Nr. 2 (2015): 102. http://dx.doi.org/10.11648/j.ijll.20150302.18.

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Hu, Guangwei, und Jun Lei. „Chinese University Students’ Perceptions of Plagiarism“. Ethics & Behavior 25, Nr. 3 (25.09.2014): 233–55. http://dx.doi.org/10.1080/10508422.2014.923313.

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Cartlidge, Edwin. „Top marks awarded to Chinese students“. Physics World 13, Nr. 8 (August 2000): 7. http://dx.doi.org/10.1088/2058-7058/13/8/7.

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Lina, Qiu,. „The Loanwords Usage of Chinese Students“. Sociolinguistic Journal of Korea 24, Nr. 3 (31.12.2016): 37–63. http://dx.doi.org/10.14353/sjk.2016.24.3.02.

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Zhang, Lan‐sheng. „Geographical textbooks for Chinese undergraduate students“. Journal of Geography in Higher Education 19, Nr. 3 (November 1995): 353–54. http://dx.doi.org/10.1080/03098269508709335.

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Wang, Wei, und Xiaochun Miao. „Chinese Students’ Concept of Mental Health“. Western Journal of Nursing Research 23, Nr. 3 (April 2001): 255–68. http://dx.doi.org/10.1177/01939450122045131.

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