Undergraduate International Student Persistence at a Large, Public US Institution
Undergraduate International Student Persistence at a Large, Public US Institution
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本科国际学生在美国大型公立机构的坚持
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发表时间：
2015
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通讯作者：
Elizabeth Smith
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文献类型：
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作者：
Elizabeth Smith
由于我们生活在一个高度全球化的社会，美国的学院和大学正在寻求吸引国际学生到他们的机构学习。2013年，超过886,000名国际学生在美国的学院和大学就读，为美国校园和社区带来了学术、文化和经济利益(国际教育研究所，2014b)。然而，高等教育机构的入学并不能保证一个学生会坚持到毕业。虽然关于国内留学生留存的研究继续蓬勃发展，但关于国际留学生留存的研究要有限得多。这项研究的目的是为了更好地了解美国一家大型四年制公共研究机构的本科生国际学生的坚持性。两个研究问题指导了这项研究：1.在美国一家大型四年制公共研究机构中，一年级的国际和国内坚持者与非坚持者在社会和学术参与度、GPA和获得的学分方面是否存在差异？2.在美国一家大型四年制公共研究机构的一年级国际和国内学生中，社会和学术参与度、GPA和获得的学分与坚持性有何关系？使用描述性和非参数统计对两个数据集进行二次分析以回答研究问题。2001-2011年全国学生参与度调查(NSSE)的第一年国际学生的反应，以及获得的GPA和学分时间，与基于对第二年学习的坚持和非坚持的一组匹配的国内学生反应进行了比较。研究结果表明，更高的平均绩点和更多的学分与国际学生的坚持性显著相关。虽然研究发现学术和社会参与与坚持没有显著关系，但坚持和不坚持的人都报告参与了社会和学术活动。尽管国际学生面临着文化适应的挑战，但这项研究的发现
As we are living in a highly global society, colleges and universities in the US are seeking to attract international students to study at their institutions. In 2013, over 886,000 international students were enrolled at US colleges and universities, bringing academic, cultural, and economic benefits to US campuses and communities (Institute of International Education, 2014b). However, enrollment at an institution of higher education does not guarantee a student will persist to graduation. While studies of domestic student retention continue to flourish, studies of international student retention are considerably more limited. The purpose of this study was to gain a better understanding of undergraduate international student persistence at one large, four-year public research institution in the US. Two research questions guided this study: 1. Are there differences in terms of social and academic engagement, GPA, and credit hours earned between first-year international and domestic persisters and nonpersisters at a large, four-year public research institution in the US? 2. How do social and academic engagement, GPA, and credit hours earned relate to persistence among first-year international and domestic students at a large, four-year public research institution in the US? Secondary analysis of two datasets was conducted to answer the research questions using descriptive and nonparametric statistics. First-year international student responses to the National Survey of Student Engagement (NSSE) from 2001-2011 as well as GPA and credit hours earned were compared to a matching set of domestic student responses based on persistence and non-persistence to the second year of study. Findings indicated that a higher GPA and more credit hours earned significantly related to persistence of international students. While academic and social engagement were not found to significantly relate to persistence, both persisters and non-persisters reported participation in social and academic activities. In spite of the cultural adjustment challenges that international students face, the findings from this study