Download or read book Factors that Affect the Academic Success of Foreign Students at Cardinal Stritch University written by Peter Annor and published by . This book was released on 2010 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purposes of this study were as follows: (1) to investigate the relationship, if any, between academic measures of success (cumulative GPA and degree completion) and the following: a) achievement testing (ACT/SAT and TOEFL), b) region of origin, c) gender and d) age; (2) to explore group (gender and Regions of Origin) differences in the independent (SAT/ACT, and Age) and dependent (Cumulative GPA) variables; (3) to explore the combination of factors (ACT/SAT, TOEFL, regions of origin, gender and age) that best predicted academic success as measured by cumulative GPA and degree completion of foreign students; (4) to determine the influence that study findings might have on the thinking and practice of admissions counselors who review foreign student applications.

Download or read book Important Factors that Affect Academic Success Or Failure of Foreign Students at Selected Institutions of Higher Education in Tennessee written by Ahmad Sadeghi and published by . This book was released on 1980 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Assessing the Influence of Self efficacy Metacognition and Personality Traits on At risk College Students Academic Performance and Persistence written by Marcia L. Laskey and published by . This book was released on 2004 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates the motivational and personality factors that both positively and negatively affect the achievement and retention of "at-risk" college students. Studying the factors that affect their academic performance is paramount in learning how to assist these students in attaining a successful college career.

Download or read book Factors Affecting the Academic Success of Foreign Students in American Universities written by Forrest Gurney Moore and published by . This book was released on 1953 with total page 1238 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Promoting Academic Resilience in Multicultural America written by Erik E. Morales and published by Peter Lang Incorporated, International Academic Publishers. This book was released on 2004 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: Promoting Academic Resilience in Multicultural America combines biographical sketches of resilient students, examples of effective programs designed to encourage resilience, recent research in the field, and their own experiences of resilient academics of color. The book illustrates exactly how academic success occurs within traditionally challenged learning environments. The authors focus most closely on the crucial transition between high school and college. The individuals spotlighted and programs outlined cross racial, gender, socioeconomic, and ethnic lines, and include African American, Hispanic, and white students. In part, the authors conclude that there are specific multidimensional protective factors that work collaboratively to enable the success of these exceptional students. It is the detailed exploration of these phenomena that lie at the heart of this work and that has the potential to help all children excel. Among other uses, this book could be a valuable addition to a college freshmen seminar series, a foundations of education course, a course on multiculturalism in America and/or any course focused on basic educational psychology.

Download or read book Factors Affecting the Academic Success of Pacific Island International Students written by Roy G. Bauer and published by . This book was released on 1993 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Narrowing the Academic Achievement Gap written by Greg Kabara and published by . This book was released on 2017 with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student academic self-efficacy is a multi-faceted construct built on the reciprocal dimensions of self-influences, social-influences, academic outcomes, teacher expectations which impact student academic achievement. Based on the literature, the academic achievement gap between Black and White students is widening, making the understanding of the relationship between these dimensions a worthy pursuit for schools. This research study was designed with the purpose of determining the factors that assist Black students in narrowing the academic achievement gap in high school. The study focused on examining the factors that contribute to Black students' academic self-efficacy and teacher expectations for student academic achievement. A sequential mixed method case study was used to research Black student academic success through academic self-efficacy (N = 258), student interviews (N = 6), and teacher interviews (N = 6). A survey measuring students' levels of academic self-efficacy was developed, piloted, validated, and employed for this study. Student academic achievement was measured by ACT and GPA. These data were triangulated through face-to-face student interviews focused on academic self-efficacy and face-to-face teacher interviews focused on teacher expectations. Non-parametric, Mann-Whitney U tests of independent means revealed higher levels of academic self-efficacy for White students compared to Black students, and students with high academic achievement compared to students with low academic achievement. Logistic regressions determined a moderate relationship between students academic self-efficacy and ACT score and academic self-efficacy and GPA. A Mann- Whitney U test of independent means revealed higher levels of ACT scores and GPA for students with high academic self-efficacy compared to those students with low academic self-efficacy. Based on the findings of the study, students who possessed higher levels of academic self-efficacy were more likely to attain higher levels of academic achievement. The factors that contributed to building academic self-efficacy were positive student-teacher relationships, consistent and high academic expectations, and positive experiences. Given current school structures, school leaders should work to close the academic achievement gap and focus on increasing student academic self-efficacy by eliminating barriers that negatively impact student academic achievement.

Download or read book Factors Influencing Academic Success of Chinese International Students in Los Angeles Community Colleges written by Pi-Han Chen and published by . This book was released on 2003 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-10 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors Influencing the Academic Progress of International Students in SUNY Community Colleges written by N. Catherine Scanlon and published by . This book was released on 1990 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Foreign Student Factor written by Lewis C. Solmon and published by . This book was released on 1987 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Information is provided on issues related to the presence of international students in U.S. institutions of higher education, focusing on the general characteristics, goals, and attitudes of the foreign students in relation to those of their American counterparts. Five sections include: (1) general characteristics (gender, age, marital status, family background, and personal goals); (2) selection of institutions (quality considerations, recommendations of others, and financial considerations); enrollments (undergraduates, graduate students, full-time and part-time students, and college age population); (3) enrollments (opening fall enrollment and full-time equivalent counts by type of institution); (4) quality of student and institutional quality (student qualifications and degrees awarded by institutions of varying selectivity); and (5) students' aspirations and types of degrees (life and career goals, school goals, and types of degrees by level). Overall, foreign students are a small factor in American higher education. They are more similar to, than different from, American students in many respects. The tuition they pay in public institutions more closely reflects actual costs than what is paid by domestic students, and they often fill empty seats not sought by Americans. The impact of foreign students on American higher education is minute (in 1982, 22,631 bachelor's degrees went to foreign students and 924,246 went to citizens). The data reviewed gives little reason not to welcome foreign students to American institutions of higher education. Tables are included. Contains 8 references. (SM)

Download or read book A Meta Analysis of Studies on the Academic Success of Foreign Students written by Zarine Vogel and published by . This book was released on 1989 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Academic Success During Exchange Programs written by Sara Friar and published by . This book was released on 2009 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study explores how participation in an international exchange program can be fairly incorporated into the educational context of Edgewood College (a small, liberal arts institution in the U.S.), and how the accessibility of student support services at the host university affects academic performance. In spite of 3.0 GPA eligibility requirements and the inclusion of host university grades into students0́9 cumulative GPA, Edgewood exchange participants have struggled to yield strong academic performances as indicated by GPA. The researcher presents and analyzes three cases of Edgewood College students who have returned from participation in an international exchange program and received failing or near failing grades. The analysis is guided by student development theories along with research on GPA and assessment practices during study abroad. The cases presented do not indicate a direct connection between the use of student support services and students0́9 academic performance during study abroad. The present study also does not show pre-departure GPA to be an accurate indicator of academic performance at the host university; therefore, international educators need to identify other factors or student characteristics that can help predict study abroad GPA. Another, possibly more prudent, issue to explore is the use of GPA as a measure for study abroad learning and academic credit. The researcher suggests revisions to Edgewood0́9s evaluation of study abroad learning to encourage full immersion into the host culture and to recognize the academic and cultural knowledge students acquire.

Download or read book Dictionnaire des pronostics dans les maladies par le Dr D T written by and published by . This book was released on 1770 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Analysis of International Students Adjustment and Academic Success in a Predominantly Black and a Predominantly White Urban University written by Akbar Zarghouni and published by . This book was released on 1987 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the perceptions of international students attending a predominantly black urban university and a predominantly white urban university toward the adjustment problems that they experience in their universities. Also, the study was designed to determine the significant differences between the academic success of international students attending a predominantly black urban university and of those attending a predominantly white urban university. The population consisted of 3,079 international students enrolled at Texas Southern University and The University of Houston during the summer session of 1986. A sample size of 621 students was randomly selected from the population of international students. From the problems stated, eight null hypotheses were stated and tested. To analyze the data, the researcher utilized the t-test to determine whether there was a significant difference between the mean academic success (GPA) of international students attending a predominantly black urban university and of those attending a predominantly white urban university. The.05 level of significance was preestablished as a criterion of statistical significance. The findings of study were: There was no significant difference between the academic success of international students attending Texas Southern University and of those attending the University of Houston as affected by sex or age. However, there was a significant difference between the academic success of graduate subjects attending Texas Southern and of those attending The University of Houston with regard to their academic status. Five recommendations were made for future studies: Future studies should be conducted on similar groups of students to obtain future evidence of the effects of various variables on academic success (GPA). Further studies should be conducted to ascertain the influence of the academic environment on the academic success of international students. Future studies should be conducted in rural institutions of higher learning with fairly large enrollment of international students. There should be continuing studies regarding international students' adjustment problems and the most effective ways for university authorities to deal with them. Further studies should be conducted to deal with the problems of international students in making friends and socially interacting with members of their University.

Download or read book International Student Outcomes written by Emily J. Taylor and published by . This book was released on 2017 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding the factors which contribute to international student academic outcomes is complex. Current research explored in Chapter 2 has identified certain factors of an international student's experience which have been linked to academic outcomes including academic adjustment, acculturative stress, cultural adjustment, social network development, and English language confidence. Due to the complexity of these factors, there is a gap in research literature explaining the true nature of the role curricular and co-curricular program participation has on academic outcomes. This study explores known factors influencing academic outcomes alongside curricular and co-curricular program participation to better understand the effect program participation has on an international student's academic success. A better understanding of this phenomenon provides universities an opportunity to improve the curricular and co-curricular support they offer to international students thereby increasing the accountability to international students who participate in the programming and to universities who allocate resources in support of the programs. International students attending a large public institution of higher education on the U.S. west coast, known in this research though the pseudonym River City University, were surveyed online about their international student experience. Respondents answered questions about their demographics, curricular and co-curricular program participation, GPA, and measures shown to influence adjustment and acculturation including academic adjustment, English language proficiency, life satisfaction, social connections, acculturative stress, and cultural intelligence. The data was then analyzed for simple bivariate correlations and tested through regression analysis to identify any mediators of the relationship between program participation and self-reported GPA. This research confirmed the complex nature of the factors contributing to the international student experience. Several items were found to have statistically significant correlations which confirmed how interwoven and complex this phenomenon is. In addition, several mediators of the relationship between program participation and GPA were identified, including academic lifestyle, academic motivation, social connection, and different types of social networks. Future research should explore the nature of which factors may be contributing to the mediated relationships found in order to more fully explain factors which may moderate or co-mediate the relationship.

Download or read book Absence of Decision written by Craufurd D. Goodwin and published by . This book was released on 1983 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: Policy issues concerning foreign students that affect decision makers of U.S. colleges and universities were studied, along with the views of institutional representatives concerning the presence of foreign students, problems areas they perceive, and the formation and implementation of policy regarding these students. Attention was focused on three states: Florida, Ohio, and California, as well as two institutions in other states that are greatly involved in international programs: Columbia University and Michigan State University. In addition to the college staff and students, opinions were solicited from college trustees, state legislators, and aides to governors. The following policy issues were covered: the survival of certain fields of study in the United States; foreign students as "filler"; the export of higher education services; benefits to the local, state, and national economy; the special costs of foreign students; cost-benefit pricing of foreign student education; and the foreign student cash-flow issue. Arguments for careful inquiry by the institution into the question of foreign students, and implications for institutional organization are briefly considered. Issues that especially call for national attention regarding economic, socio-organizational, and educational areas are also addressed. A list of positions of interviewees by state and institution is appended. (SW)