Dissertations / Theses on the topic 'Chinese students – Australia – Psychology'
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Chan, Ngai-man, and 陳毅文. "Epistemological beliefs and critical thinking among Chinese students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B3794325X.
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Chan, Ngai-man. "Epistemological beliefs and critical thinking among Chinese students." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B3794325X.
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Lee, Sammy. "Self-reported embarrassment between Chinese, Chinese American, and Caucasian American college students." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186552.
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One purpose of this study was to determine if there were any differences in embarrassment between Chinese, Chinese American, and Caucasian American college students. A related purpose was to determine if there were any behavioral characteristics associated with embarrassment among the three groups. A total of 137 college students were given the Embarrassment Questionnaire (Modigliani, 1966) and the revised California Psychological Inventory (CPI; Gough, 1987). Three hypotheses were tested. The first: that there was no significant difference on the embarrassment questionnaire mean score between the three groups. The second: that there was no commonality in the kinds of embarrassing situations experienced by the three groups. The third: that there was no significant difference between the three groups in behavioral characteristics as measured by the CPI. The first hypothesis was tested using ANOVA. The three groups' mean scores on the embarrassment questionnaire were significantly different at the.05 level. The Chinese Americans were the least embarrassable. The Chinese were in the middle and the Caucasian Americans were the most embarrassable. This result may be related to how open or guarded the subjects were in responding to the questionnaire. The second hypothesis was tested using factor analysis. Because of the small sub-samples and the resulting factors accounting for 11% of the variance, it was concluded that there was no commonality in the kinds of embarrassing situations experienced by the three groups. With the third hypothesis ANOVA was used to test the significance of the differences between the three groups on the twenty scales of the revised CPI. The results suggest that the variance among the three groups was due to factors other than ethnicity.
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Ng, Man-ching, and 吳文青. "Hope among the Chinese students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3030037X.
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Hoi, Mandy. "Self-perception, level of accultural and psychological adjustment in Chinese college students." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/461.
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Global self-worth -- Sense of competence -- Acculturation -- Psychological adjustment -- Self-Perception Profile for College Students -- Multicultural Acculturation Scale -- Hopkins Symptom Checklist (HSCL) -- One-way MANOVA.
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Mak, Winfred. "The positive psychology of Chinese students learning English at UK universities." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/15516/.
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The main aim of the study was to investigate the relationship between positive psychology (PP) variables, namely, self-regulation, mindset, psychological well-being and psychological adjustment, in a sample of Chinese master’s students studying in the UK on the one hand, and the English language learning activities in social and educational settings that they reported using to improve their English language proficiency on the other hand; and how the scores on the variables and the relationships between the variables changed between the beginning of the academic year (time 1) and mid-way through the academic year (time 2). A mixed-method research approach was adopted. Questionnaire and interview data were collected at time 1 (T1) and time 2 (T2). 152 and 167 participants completed questionnaires at T1 and T2 respectively, and face-to-face interviews were conducted concurrently with sixteen and fourteen participants at T1 and T2 respectively. SPSS and NVivo were the statistical tools used for questionnaire and interview data analyses. Analyses of the data indicated that there was a significant decrease in growth mindset and psychological adjustment scores (p<0.01) between T1 and T2. Concerning English language learning activities, there was a significant increase in scores of ‘I join social activities where English is used’; and a significant decrease in scores of ‘I keep a notebook of new vocabulary that I have learned’ between T1 and T2. Regarding perceived language proficiency, however, there were no significant score changes between T1 and T2. In terms of the relationship between scores of PP variables and English language learning activities, more correlations (≧0.2) were found at T2 than T1. Similarly, more correlations (≧0.2) were found between scores of PP variables and perceived language proficiency at T2 than that at T1. In conclusion, this study contributes to our understanding of the complex relationship between PP variables and language learning activities.
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簡潔枝 and Kit-chi Alice Kan. "The internal structure of the self description questionnaire: a Malaysian investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956427.
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Hou, Dadong. "Students' conceptions of learning and their correspondence to learning in western universities: a study of Chinese graduate students." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66692.
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This mixed-methods study explored Chinese graduate students' conceptions of learning, and the correspondence between conceptions of learning, and their learning experiences in universities in the United Kingdom (UK) and Canada. In particular, this study shows how the conceptions of learning developed in a Chinese educational context correspond to the challenges of their graduate study in western universities inside and outside the classroom, and to the strategies they used to deal with those challenges. A survey of conceptions of learning was administered to 107 mainland Chinese students who had completed their undergraduate studies in mainland China by using the revised Conceptions of Learning Inventory (COLI) (Purdie & Hattie, 2002). Among them, 44 had only studied in universities in China and 63 were either currently studying or had recently concluded their graduate studies in the UK or Canada. A purposeful sample of 20 graduate students, ten from the UK and ten from Canada, was obtained from the previously sampled pool of 63 people who were studying or had completed graduate studies in western settings for an in-depth interview. A MANOVA was performed to test the differences in conceptions of learning between those who did and those who did not study at a western university, based on the subscales of the COLI. No significant differences were detected between the two groups on any of the subscales except learning as the development of the social competency subscale. The interview results identified ten categories of conceptions of learning, and all participants held multiple conceptions of learning rather than just a single conception. The challenges and adjustment strategies that Chinese students have while studying at a western university are associated with how they view learning. The variations in the challenges that Chinese students encounter during their study in western universities are associaCette étude multi-méthode explore les concepts d'apprentissage des étudiants chinois des deuxième et troisième cycles, et aussi la correspondance entre leurs concepts d'apprentissage et leurs expériences d'apprentissage dans les universités du Royaume Uni et du Canada. En particulier, cette étude examine comment ces concepts d'apprentissage développés dans un contexte chinois d'éducation correspondent aux défis que les étudiants des deuxième et troisième cycles rencontrent dans les universités de l'Ouest, en classe et hors de classe, et aux stratégies qu'ils ont utilisées afin d'affronter ces défis.Un sondage des concepts d'apprentissage a été fait auprès de 107 étudiants chinois de la République de Chine qui avaient gradué de leurs études de premier cycle en Chine, en utilisant le Conceptions of Learning Inventory (COLI) révisé (Purdie & Hattie, 2002). Quarante-quatre entre eux avaient étudié uniquement en Chine, et 63 étaient en train de terminer ou avaient récemment terminé leurs études de deuxième ou troisième cycle au Royaume Uni ou au Canada. De ce groupe de 63 étudiants, un nombre déterminé (purposeful sample) de 20 étudiants, soit 10 du Royaume Uni et 10 du Canada, était choisi pour une investigation plus approfondie. Une analyse MANOVA, basée sur les tests de COLI, était faite afin de déterminer les différences entre les concepts d'apprentissage des étudiants qui avaient étudié dans une université occidentale, et ceux qui n'avaient étudié qu'en Chine. Il n'y avait pas de différences significatives entre les deux groupes dans aucune de ces catégories de tests sauf dans la catégorie learning as development of social competency. Les résultats de l'investigation ont permis d'identifier dix catégories de concepts d'apprentissage, et tous les participants entretenaient plusieurs concepts d'apprentissage au lieu d'un seul concept. Les défis et st
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Song, Zhi Ying. "Relations between optimism, stress and health in Chinese and American students." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280388.
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Previous research indicates that optimism may have considerable positive effects on mental and physical health. However, only a few previous studies have explored differential effects of optimism on health and none have examined the effects of different levels of optimism. This study supports the importance of optimism on health in a sample of 238 Chinese college students and 206 American college students. Comparative results indicated that there were significant differences on measures of two levels of optimism, pessimism, and indicators of health. In general, American students were found to express more dispositional optimistic belief, better mental health, and lower state and trait stress levels than Chinese students. However, there was no difference in the level of explanatory optimism. In addition, there was no significant difference between Chinese subjects' scores of overall health and American students' scores. Chinese students demonstrate a "middle optimism" style. In addition, both optimistic styles in this study were found to be significantly related to stressful states measured by State Anxiety (Y1) Scale and Trait Anxiety Scale (Y2) in Chinese students. In contrast, in American samples, only the dispositional optimism, the big optimism, was found significantly but negatively related to the trait stress. In this study, the association between optimism and health---either little or big optimism---were not different between the two cultures, while the association between optimism and stress was quite different between the two cultures. In the Chinese students, the association between big optimism and stress was stronger than in the American students. Both moderate and mediate models were tested to clarify some of the mechanism among culture, gender, optimism/pessimism, stress and health. Culture was moderating the relation between optimism (big vs. little optimism) and three health components. Gender on the other hand, had no moderating effect in the relationship of big vs. little optimism/pessimism on any health outcomes. The prediction that stress is the moderator in the prediction of optimism on health was not supported in both cultural groups. However, either big or little optimism were found fully mediated by state or trait stress on overall health conditions as well as the physical and mental health, except that the little optimism was not found to be related to mental health. Among the American students, on the other hand, optimism as dominate predictor directly effected reports of health. Stress was not found to be a mediator in the predictive relationship of optimism and health in the American students.
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Han, Ying. "Parenting Styles, Academic Motivation and Performance - Academically Successful Mainland Chinese Students' Perspectives." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1595325130158061.
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Barron, Paul Edward. "An evaluation of learning styles, learning issues and learning problems of Confucian heritage culture students studying hospitality and tourism management in Australia /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17741.pdf.
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Pia, Alex Albert. "Preferred perceptual learning styles of Chinese students." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3918.
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The basis for this study was work done by Joy Reid (1987) of Colorado State University. Reid's work analyzed the pref erred perceptual learning styles of several groups of English as a Second Language students and one group of American students. The learning styles concept has been established on the theory that students have a particular mode through which they learn best. The learning styles analyzed in this study were: auditory, visual, kinesthetic, tactile, individual, and group. The objectives of this study were to determine the relationships that exist between the preferred perceptual learning styles of P.R.C. and American students and such variables as country where student is studying, native language, length of time in the U.S., and sex.
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Li, Zhen. "Chinese International Students Attending American Universities: How Can We Help You? A Qualitative Study on Chinese International Students' Acculturation Experiences." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5872.
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Given the increasing number of Chinese international students attending American universities, an important study would be to consider problems arising during these students' initial transition period, as they acculturate into the American culture and educational system. Taking this information into account, university counseling centers, campus services, and those who interact with and support these students would be better able to assist in easing the initial and ongoing stress of living in a foreign country and adapting to a new way of life. Thirteen Chinese international students participated in qualitative interviews conducted in Mandarin Chinese, each participant's native language. Each participant was born and raised in mainland China, had never travelled to the US before studying abroad, had no direct family relative in the US, and had studied at a university in the US for more than two years. In order to gain a better understanding of Chinese international students' initial transition to live and study in the US, a qualitative research design was utilized. This study used a collaborative hermeneutic approach to obtain a valid and common understanding of the meaning of each transcribed interview. Data analysis followed the hermeneutic circle, which emphasizes that the meaning of the text can be better understood through reading individual parts and comparing meanings of parts and whole. These study used a team to analyze data, thus avoiding the narrow reliance on individual interpretations. Based on their personal perspectives, participants reported their experiences encountered during their initial transition into the US. More specifically, information shared during individual interviews with Chinese international students indicated specific experiences in regard to their initial and ongoing adjustment to the U.S. environment, including how they made sense of their experiences and how their ways of thinking and behaving changed as a result of being influenced by their experiences interfacing with U.S. culture. Participants also shared their strategies they perceived as helpful in specific situations. Based on an analysis of participants interviews, themes that arose from the interviews included (a) difficulties and challenges they faced as new immigrants; (b) differences they encountered in respect to their homeland and the new environment, including language/communication, culture, academic study and learning, living in the US, and psychological adjustments; (c) positive growth they acknowledged from facing challenges and adapting to their new environment; and (d) acknowledging the need to accept help and how to more proactively seek and receive help as needed. Implications for more actively assisting and including Chinese international students are discussed.
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Wang, Haiyan. "Critical factors which hindering or facilitating P.R.C. students psycho-socio adjustment to studying and living in Canada." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29885.
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This was an exploratory study which used Flanagan's Critical Incident Technique to find out the factors which hinder or facilitate the psycho-socio adjustment of students from The People's Republic of China to Canada. The 21 subjects for the sample were drawn at random from a name list provided by the Chinese Visiting Scholars and Students Association at University of British Columbia. All of the subjects were graduate students or visiting scholars and had been in Canada for 9-12 months at the time of the interviews.
All subjects were able to identify incidents which hindered or facilitated their first year psycho-socio adjustment to Canada. The total of 385 incidents, 175 facilitating and 210 hindering incidents, were reported. The average number of incidents reported per student was 19.2. Ten major categories which facilitate or hinder PRC students' psycho-socio adjustment to Canada have been found through this research.
Considering the number of incidents reported by the participants, Academic Study & Research was ranked the first place among 10 categories. According to the rate of participation, Language Barriers & Improvement was listed
the highest among 10 categories. Considering the number of facilitating incidents reported by the participants, Initial Settlement was placed the highest. In the number of hindering incidents, category of Language Barriers & Improvement was listed the highest among the 10 categories.
The explanation of the research findings and suggestions for how the findings might contribute to the understanding PRC or other Oriental international students are included in the discussion.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Chen, Qin. "The effects of learning lexical chunks on the English writing proficiency of Chinese-speaking tertiary students in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2288.
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Over the past decade, Australian tertiary institutions have seen a dramatic increase in the enrolment of overseas students. There is a concern that students’ academic success relies heavily on their mastery of academic writing. How to improve international English as an Additional Language (EAL) students’ proficiency has been a cause of significant concern and debate among scholars and education specialists. Scholars in the field of Second Language Acquisition (SLA) have paid some attention to the role that lexical chunks can play in increasing second language (L2) learners’ writing success. Underpinning the current study is the concept of lexical chunks and lexical pedagogy.
This thesis reports on a multi-case study of nine Chinese-speaking tertiary students who were studying in different tertiary institutions in Australia at the time of the research. The aim of the study was to investigate the effects of focused instruction on lexical chunks on students’ writing proficiency. This study used both quantitative and qualitative data to investigate the efficacy of lexical pedagogy on writing proficiency. Quantitative data involved questionnaires, pre- and post-tests and writing samples, collected before and after focused instruction. These data were supplemented by follow-up interviews with the individual student participants.
The findings highlighted three major issues. First, a relationship between knowledge of lexical chunks and improved proficiency in International English Language Testing System (IELTS) writing tasks was evident but not universal for all nine students. Another major finding was the effects of focused instruction on lexical chunks in Chinese-speaking tertiary students’ academic writing. These are presented in accordance with the following aspects of lexical awareness: cohesion and coherence, accuracy and variety and sentence production, as well as other “byproducts” of focused instruction. However, the effects varied from student to student, thus requiring further longitudinal empirical studies. Finally, the lexical transfer from writing to other modes of communication was examined from the students’ perspectives. Even though some of the students perceived a transfer from writing to other modes, their writing performance did not show exactly how much transfer actually occurred. The study found that discipline-specific writing, being different from IELTS writing tasks, is more complex, involves much more than lexical knowledge and comprises multiple factors and skills.
The thesis outlines the pedagogical implications for both teaching methodology and curriculum design for language instructors and discipline lecturers. The research also offers insights into the complexity of EAL writing and lends support for more eclectic and comprehensive programs for teaching academic writing to EAL students.
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Luo, Wenshu, and 駱文淑. "The self-complexity of Chinese college students: conceptualization, measurement and adaptational consequences." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40888058.
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Fan, Meng. "Stability of Academic Performance Across Science Subjects Among Chinese Students." UKnowledge, 2013. http://uknowledge.uky.edu/edp_etds/15.
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With data describing 110,520 eighth grade students from 592 junior high (middle) schools in China, a three-level hierarchical linear model was developed in this study to create a multivariate multilevel environment to examine (a) the effects of student-level and school-level variables on science achievement in four subject areas (science inquiry skills, biology, earth science, and physics) and (b) the consistency or stability of academic achievement across the four subject areas among students and among schools. Results indicated that (a) student characteristics, including gender, parental SES, time spent in learning, and the type of family separation, were related to high academic achievement in each of the four science subject areas, (b) no school characteristics were found to be significant factors to affect students’ academic performance in any of the four science subject areas, (c) both students and schools with high academic achievement in one subject area also showed high academic achievement in other subject areas, and (d) the consistency or stability of science performance over the four subject areas did not depend on student characteristics and school characteristics.
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Rogerson, Linda. "Adapting to change: An exploration of students' transition experiences in a senior college in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/1729.
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This research sought to explore the experiences of students during their transition to a senior college. The senior college was established in response to the amendments to education policy in Western Australia that made it compulsory for students to remain in full-time education, training or employment until the age of 17 years (Department of Education and Training, 2008). Senior colleges were established to teach Years 11 and 12 exclusively, to promote a school environment that suited the maturity of senior students. Students attending senior colleges experience an additional transition during their senior school years and, as previous research has shown, this has the potential to influence their educational attainment and physical and mental health (Eccles, Midgeley, & Adler, 1984). By investigating the experiences of senior college students as they undertook the additional transition, the impact of the amendments to educational policy was examined. In phase one of the research, 16 Year 11 students were asked to share their transition experiences in personal interviews. The interviews were transcribed and analysed using grounded theory analysis processes. The findings that emerged indicated that the participants had transitioned successfully. The participants identified aspects of the school structure and environment that had contributed to their experiences. The participants credited the four-day week timetable, the open school policy allowing students to leave campus during lesson-free time, the mentor program, the accessibility and support of staff and the respectful relationships between staff and students with positively influencing their transition experiences. In phase two of the research, these findings were incorporated into a transition survey, which was administered to 91 Year 11 senior college students. Survey respondents were asked to rate their level of agreement with statements describing the beneficial aspects of the college using a five-point Likert scale. The results of the survey indicated that phase two participants had transitioned successfully and confirmed the beneficial influence of the college aspects as identified by phase one participants. The survey results were subjected to a multiple regression analysis with successful transition being the dependent variable and mentor program, lesson-free day, open school policy, teacher support and relationships the independent variables. The analysis indicated that the most significant contributors to successful transition were teacher support (t (85) = 3.40, p < .001) and relationships (t (85) = 3.46, p
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Galligan, Patrick Kenneth. "Male Chinese international students' utilization of and barriers to mental health resources." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2078.
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The number of Chinese international students obtaining their education at American institutions of higher education has reached a pinnacle, in that more Chinese international students attend American colleges and universities than ever before (Institute of International Education, 2015). Colleges and universities actively recruit Asian international students, especially those from the People’s Republic of China. As Chinese international students continue to represent an ever-greater percentage of the student bodies at colleges and universities, these institutions have a responsibility to attend to the mental health needs of this population. Within this population, research suggests that male Asian international students hold less positive attitudes toward seeking help than their female peers (Komiya & Eells, 2001). Since the participants in this study represent an intersection of identities, the extant research from several populations will be reviewed. Specifically, literature examining college students’, college men’s, racial minorities’, and international students’ mental health needs, attitudes towards mental health resources, and help-seeking behaviors will be discussed. The literature review will also build a case for examining male Chinese international students’ mental health needs.
The goal of this study is to provide greater insight into how male Chinese international students perceive mental health resources. The current study utilized Consensual Qualitative Research (Hill, 2012; Hill et al. 2005; Hill et al., 1997) to examine male Chinese international students’ experiences as international students, their adjustment to American culture, their mental health needs, their perceptions of mental health resources, and their help-seeking behaviors. Results indicated that participants struggled with a number of aspects of their experience as international students, specifically the adjustment to a new language, academic challenges, difficulty with isolation, and professional dilemmas. Participants also identified positive aspects of their experiences as international students including but not limited to making friends and academic successes. Participants revealed copious challenges within their adjustment to American culture. The majority of participants reported that they enjoyed the cultural differences, although participants often noted their dislike of American culture and their preference for Chinese culture. Participants also discussed perceived discrepancies in cultural norms between American culture and Chinese culture. The majority of participants in this study had never sought psychological counseling before. The results indicated that participants were aware of a number of barriers to seeking counseling including the lack of need for counseling, the desire to manage their concerns by themselves, the fear of judgment or stigma from seeking help, the perception that counseling is not helpful, and that other resources were preferred. Participants also identified several potential reasons for seeking help including relationship difficulties, academic challenges, and severe mental health needs. The findings of this study also point to several ways in which participants felt masculinity could impact their perceptions of counseling. Although many participants did not feel that masculinity impacted help-seeking behaviors or perceptions of counseling, participants acknowledged that masculine norms like the need to handle problems alone or not wanting to seem weak or emotional could impact their perceptions of counseling. Participants also identified a number of differences between counseling in the United States versus counseling in China. Results indicated that participants viewed counseling as more developed, professional, effective, and trustworthy in the United States. Lastly, participants shared their opinions about mental health concerns. Some participants identified mental health concerns as important, while others felt that they were not important or were perhaps less important than concerns like physical health. The author identifies practical applications for mental health professionals working with international students, aspiring to provide more culturally-sensitive services to male Chinese international students. Limitations of this study and suggestions for future research are provided.
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Zheng, Mengyi. "Evaluation and treatment of low and anxious mood in Chinese-speaking international students studying in Scotland." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8549/.
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There is a rich body of research on the impact of common mental health difficulties such as depression and anxiety. These concepts, formalised by Western-developed diagnostic frameworks, may be less relevant in non-Westernised cultures. Although depression and anxiety may be presented, they can be presented in different ways in non-English speaking populations. Cultural adaptation of interventions has therefore been advocated to enhance engagement and recovery. This thesis focuses on the mental health presentation and support of Chinese-speaking international students with low mood or anxiety. It aims to explore how they might present with symptoms of depression, how they would like to work/engage in treatment, modify and then test the feasibility of delivering an online life skills package aimed at such students as well as bringing together the evidence base around such interventions through a systematic review.
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Hau, Kit-tai. "Achievement orientation and academic causal attribution of Chinese students in Hong Kong /." [Hong Kong] : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13205109.
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Netolicky, Cecilia. "Improving provision for disaffected students: Toward a new educational model." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1448.
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The purpose of this study is to develop and review strategies and policies to drive retentive teaching-learning environments for disaffected students, modifying their modus operandi sufficiently for them to qualify and retain a tertiary place or position in the workforce, or sustain a return to mainstream schooling. I employed action research methods to examine Strike Four. an educational model servicing students with severe social and/ or emotional difficulties and behavioural disorders. I tested the Strike Four model during an intensive study period on two programs. Part 1 of the thesis comprises three Chapters. An introduction to the issue of the marginalisation and exclusion of troublesome students in mainstream education is presented in Chapter 1. The review of associated literature, which follows in Chapter 2, examines: early attitudes to crime and deviant behaviour; some modem sociological and psychological attempts to diagnose, categorise, or "cure" deviance; school-based behaviour modification •strategies; and various Australian states' attempts to service disaffected students with education. The theoretical framework presented in Chapter 3 includes the rationale for my choice of qualitative methods, discussion and selection of an action research model, and the position taken on the issues of anonymity and authenticity. Part 2 of the thesis, "The Study", comprises four chapters, and a concluding chapter. A grounded autobiography that clarifies my personal position, whilst demonstrating how my modus operandi was transformed through personal critical moments, is offered in Chapter 4. This provides a base from which to consider the potential for personal critical moments, texts, and mentors to transform an individual's ideology and modus operandi. The educational theory and ideological underpinnings held to underlie the Strike Four model are presented in Chapter 5. Chapter 6 comprises a critical examination of the evolution of Strike Four policy, in particular:, how and if the educational theory and ideological underpinnings claimed to underlie the model are apparent in model policy. Chapter 7 deals with three program strategies: harnessing golden teaching moments; using curriculum as a tool to shape behaviour; and the use of positive contracting to encourage behaviour self-management skills in troublesome students. In this chapter I critically examine how and if policy and ideology is reflected in practice on the programs, and if the various policies, and the three key strategies, are proving successful in modifying the modus operandi of the young people sufficiently to facilitate their functioning in mainstream society. An end piece to the fieldwork is included to fill in "gaps" resulting from the reporting of selected case studies. Chapter 8 includes the findings and recommendations for future research. The model's success in modifying students' modus operandi is demonstrated through the individual case studies and tables. Almost 100% of the students (on entry classified severely alienated) maintained their placement in work, technical college, or mainstream schooling for the three month post support period.
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Ye, Shengquan, and 叶盛泉. "A longitudinal study of subjective well-being among Chinese universitystudents: the roles of personality,attribution, and coping." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40987875.
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Ho, Ying-Chyi. "Psychometric evaluation of the sense of coherence scale with cross-validation using confirmatory factor analysis among Chinese college students in Taiwan /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9717166.
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Li, Tingting. "An Analysis of the 4:2:1 Documentary." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500078/.
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As a Chinese filmmaker, I feel obligated to reveal a true story about Chinese international students. Through my subjects and my stories, I am planning to express the messages that both adapting to a new culture and paying the financial cost of a foreign education have never been simple, but we will never give up our dreams.
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Dixon, Kathryn C. "Attitudes of staff and students towards vocational education at a case study school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1121.
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The main purpose of this study was to investigate the attitudes of the staff and students at a metropolitan high school towards the vocational Education program, through examining the factors affecting the development of those attitudes and the factors affecting the implementation of the program at the school. The theoretical base of the study draws on the theories of attitude formation proposed by Fishbein (1963) who believed that there is a close relationship between individual belief systems and attitude formation. With respect to the formation of attitudes towards Vocational Education, this study proposes that in a school context influential areas are significant others, past experiences, individual personalities and information. The research is descriptive in nature. The staff and students were asked to complete a questionnaire and were formally interviewed. A measure of the non-verbal behaviour of staff and students during the interviews was also undertaken using a five point scale from negative to positive. The research was undertaken in a single metropolitan senior high school in Western Australia and the sample consisted of 14 staff and 240 students. The main findings of the study show that the majority of staff and students had developed negative attitudes towards Vocational Education. They believed that the course lacked rigour and that significant others such as peers, parents, students and the Western Australian Ministry of Education did not esteem Vocational Education. No needs analysis had been conducted prior to the introduction of the course in the school and staff were given no choice as to their involvement in teaching the units. Staff believed they were inadequately trained in the Vocational Education area and this led to low levels of confidence in teaching the course. The research question was investigated in terms of eight variables: individual attitudes towards Vocational Education; ,perception of the attitudes of significant others towards Vocational Education; satisfaction with course structure; satisfaction with availability of resources and equipment; level of choice with regards to involvement in Vocational Education; degree of ownership towards the course; level of involvement in decision making; and inservicing availability. With the exception of variable four; response to resources and equipment, the response by staff and students to questionnaire and interview items relating to the remaining variables were negative. The implications of the results of the study are discussed in full.
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Ye, Shengquan. "A longitudinal study of subjective well-being among Chinese university students the roles of personality, attribution, and coping /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40987875.
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WU, Mengyuan. "Extending the JD-R approach to predicting work/study engagement and creative performance : evidences from Chinese employees and students." Digital Commons @ Lingnan University, 2015. https://commons.ln.edu.hk/psy_etd/5.
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Although innovation and creativity play an increasingly important role in helping organizations survive in today’s highly competitive environment, less is known about the antecedents and mechanisms of creative performance in the Chinese context. To bridge the gap of knowledge, this thesis adopted and extended Bakker (2011)’s Job Demands-Resources model (JD-R model) to exploring four antecedents of creative performance, namely, creative requirement (job demand), creative self-efficacy (personal resource), perceived support for creativity (job resource), and work/study engagement. It was hypothesized that engagement would mediate the positive effect of creative self-efficacy, perceived support for creativity and creative requirement on creative performance. Creative requirement would moderate the effect of creative self-efficacy, perceived support for creativity on engagement.
Self-reported questionnaires were distributed to Office staff (n=154) and supermarket staff (n=158) from Mainland China. Undergraduates (N=194) were recruited from a university in Hong Kong and were asked to complete a self-reported questionnaire that included both subjective and objective tests for creativity performance. Hierarchical linear regression analyses with Bootstrapping procedures were conducted separately to test the proposed hypothesized model among the three participant groups.
It was found that the hypothesized model was partially supported across all the samples. Also, different mediation mechanisms of engagement were found between employee and student samples. Engagement was found to partially mediate the positive effect of perceived support for creativity on (both subjective and objective) creative performance among three samples; yet it only partially mediated the positive effect of creative self-efficacy on employees’ creative performance. In addition, only creative self-efficacy was found to be a significant predictor of (both subjective and objective) creative performance across all three samples. Also, no moderation effects were supported.
Nevertheless, the main contributions of this study to the existing creativeperformance literature are mainly twofold: (a) extending the JD-R model to incorporate creativity and (b) generalizing the JD-R model to the Chinese context. Finally, recommendations for promoting employees and undergraduates’ creative performance are discussed in the thesis.
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Ji, Mingxia, and 嵇明霞. "A study on the impact of forgiveness intervention on mainland Chinese college students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B49858567.
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With the increasing use of forgiveness interventions as therapy and educational programmes, a lot of studies have been conducted to investigate the effectiveness of the interventions. However, most of the existing intervention studies do not consider the cultural elements in forgiveness. The current study aimed to fill this gap by conducting research on forgiveness interventions in Chinese cultural context.
The researcher devised a forgiveness programme by integrating the programme based on Enright-Process-Model with another programme based on Chinese cultural values. To examine the effects of the forgiveness programme on the participants’ forgiveness attitudes and other psychological variables, a 3-phase study design combining quantitative and qualitative approaches was adopted. In Phase I, the reliabilities and validities of the instruments (i.e., Decisional Forgiveness Scale, Emotional Forgiveness Scale, and Batson’s Empathy Adjectives) were examined with the sample of 194 college students (114 males and 80 females) in Nanjing. The instruments were used in the intervention studies (Phase II and Phase III). In Phase II study, two 4-session forgiveness programmes which were based on the Enright psycho-social process model and the Chinese cultural values respectively were conducted for 24 college students in Zhuhai. Based on both the quantitative and qualitative findings of the two brief programmes, a 10-session forgiveness programme integrating Chinese cultural values and the Enright Process Model was devised and implemented among 28 college students in Zhuhai (16 in experimental group and 12 in control group; 2 males and 26 females) in Phase III, the main study.
The findings disclosed that gains in forgiveness attitudes in the experimental group were significantly higher than those in the control group. The improvement in the experimental group was maintained at the follow-up test after 3-month. Gains of state-anxiety in the experimental group, meanwhile, were marginally higher than those of the control group, while gains of empathy and self-esteem had no significant differences between groups. The qualitative findings further revealed the participants’ understandings of forgiveness and the strategies that influence forgiveness. The strategies facilitating forgiveness included engaging in perspective taking, taking self-responsibility, cultivating empathy, having positive thinking, and stopping rumination. In contrast, repeated offences, severe hurt experience from the offence, no apology from the offenders, and no continued relationship are perceived as factors that hinder the participants’ forgiveness. In addition, Chinese values of harmony and face were found to be pertinent factors influencing participants’ decision to forgive.
The implications of the findings are discussed. Theoretically, the integration of the Enright Forgiveness Process Model and Chinese cultural values was effective in promoting forgiveness attitudes and psychological well-being with Chinese participants in the collectivist cultural setting. Practically, elements such as reconciliation need to be included in the forgiveness interventions with Chinese participants. Chinese educators are suggested to use the experiential psycho-social approach rather than the indoctrinatory approach to cultivate the value and strategies of forgiveness. The limitations of the study and suggestions for future research are also presented.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Xu, Huanzhen. "Chinese International Students Stress Coping: A Pilot Study of Acceptance and Commitment Therapy." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1549046226697978.
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Mikulsky, Jacqueline. "“In or ‘Out?’”: An examination of the effects of school climate on same-sex attracted students in Australia." University of Sydney, 2007. http://hdl.handle.net/2123/1969.
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Doctor of PhilosophyResearch has shown that the school-based experiences of same-sex attracted (SSA) young people are frequently less than ideal, often fraught with verbal and physical harassment and social isolation from peers. School-based victimisation of SSA students has been correlated with their negative mental health outcomes, drug and alcohol use, decreased academic outcomes and lowered tertiary aspirations. These outcomes raise issues related to duty of care for educators, including the general responsibility of schools to create safe, equitable learning environments for all of their students. In order to better meet the needs of SSA students in Australia’s secondary schools, this nationwide study examined the current school climate toward same-sex attraction as described by SSA young people aged 14-19 through their reported experiences and perceptions of environmental stresses and supports, using Margaret Spencer’s PVEST model as the theoretical framework. A web-based survey instrument, advertised through both mainstream and lesbian/gay/bisexual-orientated youth sources, was used to sample Australian SSA students (N = 282). The relationships between SSA students’ perceptions of their school climate (including the treatment of SSA students and topics), their sense of connection to their school community, and their reported academic self-concept and motivation toward learning were investigated using bivariate and multivariate techniques, including structural equation modelling. In-depth interview sessions were conducted with six SSA young people in order to further examine these findings. Results indicated that SSA students’ perceptions of their school climate were directly related to their sense of safety within the school environment, their social connection to their peers and teachers, and their feelings of connectedness to the school environment in general. SSA students’ connection to their teachers and their school environment had the strongest total impact on their academic self-concept and motivation to learn. Of key import was the clear indirect impact of SSA students’ perceptions of their school climate on both of these important academic outcomes, through their connection to both their school community and general school environment. These findings allow for the generation of informed recommendations for school policy and practice with the academic outcomes of Australia’s SSA students in mind.
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Amm, Lesley E. "Individual, family, social support and stress factors affecting university students' generalised self-efficacy beliefs." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/282.
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Students' success at university is influenced by their generalised self-ecfficacy beliefs. Previous studies compared these beliefs to individual variables derived from self-concept, family, stress, and self-support research. An holistic approach in this present study was used with data collected from 168 first-year students, to investigate the relationship between generalised self-efficacy beliefs and variables measuring students' self-descriptions, the functioning of their families-of-origin, their daily stress experienced in the university setting, stress management skills they wish to improve and their fear of disclosure in relation to peers.
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Pan, Jiayan, and 潘佳雁. "Acculturation and resilience of mainland Chinese postgraduate studentsin Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40988016.
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Hau, Kit-tai, and 侯傑泰. "Achievement orientation and academic causal attribution of Chinese students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B29866418.
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Cheng, Min. "Globalization and Identity: A Cross-National Study Among Chinese, Indian, Colombian, and American College Students." Master's thesis, Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002808.
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Chen, Shuhua 1977. "The academic adaptation of mainland Chinese doctoral students in education at McGill University /." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101877.
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This study investigated the academic adaptation of five Mainland Chinese doctoral students in the Faculty of Education at McGill University, Quebec, Canada. Using individual interviewing as the primary research method, the study revealed 12 major challenge areas, i.e., English as a second language, financial difficulties, outsider feelings, worries about career paths, course work, research network, TA/RA experiences, differences between doctoral and master's studies, isolation, pace of the PhD, motherhood and doctoral study, and adjusting research directions. Through comparing the findings with the literature and the data from secondary sources, this study concluded that the academic adaptation of Mainland Chinese doctoral students in Canada is a process in which cross-cultural adaptation intertwines with disciplinary socialization. The study contributes to literature by (1) documenting an under-researched group---PhD students in education from Mainland China in Canada; and (2) looking at academic adaptation through two lenses: cross-cultural adaptation and disciplinary socialization.
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Li, Jinjin. "Chinese Students at Uppsala University: “Yesterday, Today and Tomorrow” : A sociological analysis of ten students’ trajectories." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-372136.
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The idea of knowledge economy initiated by the World Bank, the increasing importance of English proficiency in the global labour market, and the expansion of Chinese higher education, all leads to the phenomenon of Chinese student migration to western countries for getting advantageous educational experiences and credentials. Through a qualitative, interview-based method and Bourdieusian sociological perspective focusing on species of capital (cultural, economic, social and symbolic capital), habitus and mode of reproduction, this study focuses on the analysis of the relation between social background of Chinese students and their adoption of a western education system and perception of future career through the trajectories of ten Chinese students at Uppsala University, one of the most renowned universities in Sweden. The study examines the role of various assets in the family of origin, as well as the importance of the students’ long journey in the Chinese education system. The findings indicate that the students came from a fairly well off Chinese middle class that had established itself in the parent generation through an upward mobility. Both inherited and acquired assets through family origin and the educational trajectory were important factors that affected the Chinese students’ decision of studying abroad. Among the three species of assets originated from the family, the economic asset played a particularly significant role in the Chinese students’ educational trajectory, irrespective of the composition of families’ capital resources. Family economic assets became increasingly crucial while students moved up to higher educational levels. It also investigates the students’ encounter with the “Western” world represented by an academic and international student environment. While most of the students said they appreciated what Uppsala University had offered in terms of academic life and cultural experiences, they somewhat contradictory kept a distance to both the new forms of academic culture they met and students from other countries. The habitus valued in their previous educational trajectory in China did not fit the criteria for academic performance in the western higher educational institution. It was instead partly contested. With regard to the future, the interviewed students expressed concerns as to the value of their experience and diploma on the Chinese academic and job markets due to the absence from Chinese contact and the culture rooted in social connection. A hypothesis emerging from the interview data is that the family-based social reproduction strategy expressed in the strong family investments in education leading up to the studies abroad potentially has as effect that the offspring, the students, become less dependent on this family-based reproduction. Instead, they regarded themselves as being entitled, by merit, to decide on their own future.
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Dempsey, Alison. "Cross-cultural Interactions of Chinese Graduate Students at a Midsized U.S. University." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336069244.
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Henkin, Melissa B. "SHAME AND GUILT: PERCEPTIONS OF AMERICAN AND CHINESE COLLEGE STUDENTS." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1085602726.
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Chan, Lai-ping Ivy. "An investigation of the effectiveness of the mnemonic technique in the acquisition and retrieval of vocabulary by Chinese-speaking Form One students." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22264656.
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Lawson, Elizabeth J. "Adolescent coping styles and response to stress: A study of the relationship between the preferred coping styles of female senior high school students and their levels of anxiety and self-confidence when facing a major academic stressor." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1154.
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A growing body of research indicates the importance of coping strategies when an individual responds to environmental demands. Community concern about the maladaptive responses of some adolescents, limited research with this age group, and the development of a new Australian measure of adolescent coping provided the impetus for this study. The study was conducted with 141 female students in their final year of High School. They completed the Adolescent Coping Scale (ACS) in March, and measures of anxiety and self-confidence in November, just before major external examinations. Behavioural rating scales were completed by parents and teachers. The adolescent group reported frequent use of coping strategies which research indicates are likely to be effective, and relatively little use of ineffective strategies. When facing a severe academic stressor, they were self-confident but reported very high levels of anxiety, which was cognitive rather than somatic in focus. The few students whose ACS scores showed relatively high use of ineffective and low use of effective coping strategies were identified as "At risk". When compared with a contrasting sub-group, the "At-risk" students were significantly more anxious and less self-confident. There was no evidence that parents or teachers were aware of the adolescents' high levels of anxiety. The findings provide support for the predictive validity of the ACS, and have implications for helping adolescents cope with stress and developmental demands. Further research directions are suggested.
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Fei, Xia-Wen. "The effects of chronic exercise on the frequency and intensity of positive and negative affect in Chinese students /." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61130.
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The purpose of this study was to investigate the effects of chronic exercise on the frequency and intensity of positive and negative affect in Chinese students and to examine the effects of chronic exercise on indicators of fatigue and health. No differences in maximal oxygen uptake between groups or across time were observed. Significantly higher heart rates were noted as a function of participation in the exercise program. Positive affect increased for the male exercise group from Pre-training to Post-training while the female exercise group did not significantly increase over time periods. Positive affect of the control group remained stable throughout. Negative affect in males and females in the control group did not change over time. In the exercise group the females' negative affect decreased from Pre-training to Post-training while the males did not significantly decrease from Pre-training to Post-training. The men and women in the exercise group reported significantly greater daily indicators of fatigue than the control group of subjects. (Abstract shortened by UMI.)
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Burleson, Yi-An Lo. "Cross Cultural Relationships of Depression, Attachment Styles, and Quality of Romantic Relationships| Cultural Difference between Taiwanese/Chinese and American College Students." Thesis, West Virginia University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576279.
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Relationship quality has been determined to be a positive factor in the treatment of depression (Brown, 2000; Fagan, 2009). Although the importance of marriage has been broadly studied, little research has investigated correlations among relationship quality, depressive moods, and attachment styles. Although the prevalence of depressive moods has been documented within populations of Taiwanese/Chinese international students and American college students (Wei et al., 2007), Wang and Mallinckrodt (2006) found that definitions of ideal attachment differ in these groups. Furthermore, researchers have not yet investigated the effect of cultural differences and attachment styles on the interactions between relationship quality and depressive moods among Taiwanese and Chinese international students.
Two-group and four-group comparison (Macready, 2005) methods were applied to answer the following questions: 1) Is there a significant difference between quality of romantic relationships or levels of depressive moods of American college students with anxious or avoidant attachment style and Taiwanese or Chinese college students studying in America with anxious or avoidant attachment style? 2) How does the effect differ between the two groups? A multivariate analysis of variance (MANOVA) was conducted to determine the effect on the linear combination of relationship quality and levels of depressive moods between the American students and Taiwanese/Chinese international students with different attachment categories (secure, preoccupied, dismissive, and fearful). Four follow-up analyses of variance (ANOVAs) were conducted to determine statistical significant differences in levels of depressive moods or relationship quality among Taiwanese/Chinese international students with different attachment categories.
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Cong, Menglong. "A Comparative Analysis of Acculturative Stress Among Mainland Chinese and Taiwanese International Students at a Hispanic Serving University." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10605461.
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To pursue higher education in the United States can be a rewarding opportunity for many Chinese/Taiwanese international students. However, many challenges including acculturative stress may hamper the students’ ability to succeed in the US. Previous literature about the factors affecting Chinese/Taiwanese international students’ acculturative stress indicates mixed findings. One of the purposes of this study was to add clarity to this literature base by re-examining the impact of a range of factors noted in the literature, paying close attention to two distinct groups; students from mainland China and peers from Taiwan. Data was collected via an online survey from a predominantly minority serving institution on the West coast of the United States. In all, 112 Chinese/Taiwanese international students completed the survey. The results indicated that age, gender, and years in the United States do not predict Chinese/Taiwanese acculturative stress. However, education level was significantly related to Chinese/Taiwanese acculturative stress. Additionally, graduate Chinese/Taiwanese international students experienced significantly lower acculturative stress than undergraduate. No meaningful differences in terms of acculturative stress patterns were found between mainland Chinese and Taiwanese because of the small Taiwanese sample size.
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Malik, Ranbir Singh. "Influence of home and school environments on the academic performance of Chinese-Australian and Anglo-Australian students studying at an academically-oriented high school in Perth, Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1390.
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Although minority status has been associated with low academic achievement, the “high Asian achieving syndrome" remains as one of the unresolved sociological puzzles. Consistent evidence suggests that regardless of the family status, children from the Asian migrant families, settled in the industrialised countries, tend to perform academically better than their counterparts from the dominant group. This disparity is attributed to a number of factors, which taken separately, do not address this complex issue. In Australia little research has been done to compare the home environment and school experiences of children coming from Chinese-Australian and Anglo-Australian families even though the number of children from the Southeast Asian region has steadily increased. This thesis investigates the influence of home and school on the academic performance of high school students coming from Chinese-Australian and Anglo-Australian families who resided in a predominantly middle class suburb and their children attended one particular state school in Perth, Western Australia. By studying children in their homes and classrooms I have attempted in this ethnographic study to construct some theoretically coherent explanations to understand the disparity in academic performance of Chinese-Australian and Anglo-Australian high school students. In order to capture what teachers, parents, and children say and do as a product of how they interpret the complexity of their world this study explores how macro and micro processes are linked to children's academic performance. As this study aims to understand social events from each individual's point of view it assumes that human behaviour is the result of indispensable and continuous interactions between persons and the situations they encounter. The findings of this study, with no claim to generalise beyond these families, suggest that the reason why Chinese-Australian and Anglo-Australian children have different educational outcomes is that these families socialise their children differently. From this study emerge two different models: and academic oriented Chinese-Australian model and a sports oriented Anglo-Australian model. At the start of high school there was no marked difference in ability and performance based on ethnicity. By the time they completed lower secondary school all Chinese-Australian students had improved in English and enrolled in a normal stream in English. Except for one student, they had selected TEE subjects with a university education as their main goal. At this stage, Anglo-Australians, with the exception of two students (who had selected TEE subjects), had decided to study either a mixture of TEE and TAFE subjects or easier TEE subjects. At the end of Year 12 all Chinese-Australian, except for one, had qualified to study at university. From Anglo-Australian group, only two students had qualified to study at university. This pattern of performance is consistent with the high Asian achieving syndrome and lack lustre performance of Anglo-Australian students. However, this study serves some sober reminder about the narrow focus by Chinese-Australians and lack of effort by Anglo-Australian students.
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Tao, Yick-Ku. "Hong Kong Chinese students' learning motivation : the role of social- versus individual-oriented achievement motivation /." View Abstract or Full-Text, 2003. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202003%20TAO.
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Thesis (Ph. D.)--Hong Kong University of Science and Technology, 2003.Includes bibliographical references (leaves 175-193). Also available in electronic version. Access restricted to campus users.
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Zhang, Wei. "Home and away: The effects of patriotic education on Chinese international students in Australia through a critique of identity theories and policy myth making." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2545.
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As a Chinese student in Australia, I designed this research study to investigate the historical experiences of Chinese female international students (CFIS), who have been studying post-graduate courses in Australian universities, following a lifetime of loyalty and state-based patriotic education in China. The key research question, framed by Bourdieu’s habitus and field concepts, asks: What happens to these students’ identity after studying and living in Australia? The study is grounded in the critical education discipline and draws on literature relating to Moral Education, International Education, and Identity-forming to provide a novel understanding of identity-transitioning for Chinese international students within the intercultural context of Australian higher education.
I adopted a critical and cross-cultural approach in this study, as socio-political research of this nature exists in a complicated web of power, neo-liberalism and meritocracy. Through a critical lens, I am able to distinguish and address implicit power dynamics that constitute dominating educational discourses that highly influence the process of identity-transitioning. I conducted thirty-nine interviews with thirteen Chinese international students, who were all females born after the 1980s and who were enrolled in post-graduate programmes in four universities in Western Australia. I used a thematic analysis for data processing and analysis.
The study identified the key drivers behind the exhibited loyalty and patriotism of Chinese students as originating from a long-term exposure to Moral Education content and learning in China. The main result revealed that personal and national identity of the Chinese are consolidated prior to Chinese students’ visiting Western societies. Thus, despite government goals to promote and instill a more cosmopolitan identity through international education, this rarely eventuates. Thus, the study established an argument that there may be a discordant note in the traditions of teaching and promoting national belonging and loyalty (Osler, 2011) where nationalism and identity-loyalty toward the mother country of China is more often than not maintained despite international educational experiences.
The findings presented in this study contribute to a greater understanding of the identity development process of CFIS in a broader social and political context. It also provides valuable insights into the factors and causes that lead to CFIS’ identification with the country they reside in and the country they came from. This research may also be used to facilitate better understanding of and expectations of CFIS in Australia’s higher education sector.
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Fukuda-Oddie, Mayumi School of Modern Language Studies UNSW. "Non-verbal and verbal behaviour of beginner learners of Japanese: pragmatic failure and native speaker evaluation." Awarded by:University of New South Wales. School of Modern Language Studies, 2007. http://handle.unsw.edu.au/1959.4/27313.
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This study, undertaken within the field of interlanguage pragmatics, investigates the kinds of pragmatic failures observed among tertiary level foreign learners of Japanese and also seeks to find reasons to help explain the occurrence of these failures. The focus of the study is on the data generated from a role play where a student has to borrow a book from their Japanese teacher. The primary role play is performed by nine beginner level learners of Japanese studying at an Australian university, but the role play is also performed by ten Japanese native speakers in order to determine what is normative for native speakers in this situation. Unlike previous studies in this area, this research collects kinesic non-verbal data in addition to linguistic data. The data is analysed using Thomas's (1983) concept of pragmatic failure, and Brown and Levinson's (1978, 1987) politeness theory. The study also considers whether Japanese native speakers evenly evaluate the role play performances of the Japanese learners. Despite difficulties in the application of these linguistic theories to beginner level learners, a number of sociopragmatic failures and one pragmalinguistic failure are observed in the role play performances of the Japanese learners. These are partially explained by a lack of instruction, nervousness in performing the role play and the learners' limited proficiency in the Japanese language. Inconsistencies are also observed in the way that JNS participants evaluate the role play performances of the JFL learners.
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Harms, Craig. "Goal motivation, academic outcomes, and psychological distress of a group of Australian secondary students : scale refinement and an extension of the Ingledew, Wray, Markland, and Hardy (2005) model." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/136.
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Beliefs held about personal goals are termed goal dimensions. When applied to academic goals, goal dimensions represent a form of academic motivation. The purpose of this research was to examine if a model of goal dimensions developed by Ingledew, Wray, Markland, and Hardy (2005) in a business setting with adults could be applied to explain academic outcomes and psychological distress of two hundred and sixteen Australian final-year secondary students who were striving to gain a place at a university. Structural Regression (S-R) Analysis was used to examine the effect of the goal dimensions on psychological distress at Time 1 (April); psychological distress at Time 3 (September) while accounting for psychological distress at Time 1; and psychological distress at Time 3 as well as overall final academic performance, with consideration given to the effect of sense of goal progress and use of self-regulated learning strategies assessed at Time 2. Although not intended as a major part of the current research, several alternative models were developed for the scales that were used in the present study. Findings from the substantive analysis indicated that supportive beliefs about this personal goal were predictive of fewer symptoms of concurrently measured psychological distress.
These findings were most clearly demonstrated when an S-R (of a substantially modified version of the Ingledew et al. model) rather than a Path Analysis was conducted. Supportive goal beliefs were also predictive of subsequent beliefs about goal progress and academic performance.
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Jen, Ada. "Exploring Lay Conceptions of Well-Being and Their Relationship to Experienced Well-Being in Chinese Undergraduate Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3894.
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In 2012, the Chinese 18th Party Congress identified individual well-being and well-being of the nation as 2 of the most important goals for China. Well-being, the maintenance of a happy and meaningful life, is one of the major psychological health benchmarks in an individual's life. Empirical research on lay conceptions and experiences of well-being has been almost exclusively conducted in Western cultures. Understanding Chinese lay people's conceptions of well-being and the relationship of those conceptions to experienced well-being is important for optimizing individual and social well-being, and for providing a basis for positive social change in China. The primary objective of this correlational study was to investigate the potential relationship among 4 dimensions of well-being and 5 indicators of experienced well-being. A secondary objective was to explore whether the relationship between eudaimonic (meaning in life) aspects of well-being was statistically stronger than the hedonic (happiness) conceptions of well-being. Data were collected from a sample of 548 participants from a medium-sized university in China using a paper-and-pencil survey. The analysis included descriptive statistics and multiple linear regression. The overall results indicated that eudaimonic and hedonic aspects of well-being are highly associated with experience of well-being, but the relationship between eudaimonic aspects of well-being was not statistically stronger than the hedonic aspects. Policymakers can use the findings of this study to help focus policy development and improvement at the organizational level for Chinese society.