Fostering Academic Self-Concept: Advisor Support and Sense of Belonging Among International and Domestic Graduate Students
Fostering Academic Self-Concept: Advisor Support and Sense of Belonging Among International and Domestic Graduate Students
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DOI：
10.3102/0002831212446662
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发表时间：
2013-02-01
影响因子：
3.6
通讯作者：
Ostrove, Joan M.
中科院分区：
文献类型：
--
作者：
Curtin, Nicola;Stewart, Abigail J.;Ostrove, Joan M.
在美国的国际博士生面临着学术文化适应的挑战，但他们完成研究生学业的速度比国内同行要高。本研究考察了美国中西部一所研究型大学的国际和国内博士生的导师支持、归属感和学术自我概念。国际学生比国内学生更看重与研究相关的和其他学术经历；他们还报告了更强烈的归属感。导师的支持与两组学生更强的归属感和学术自我概念有关。然而，国内学生的归属感与学业自我概念相关，而国际学生的归属感与学业自我概念无关。
International doctoral students in the United States face challenges of acculturation in academia yet complete graduate school at higher rates and more quickly than their domestic counterparts. This study examined advisor support, sense of belonging, and academic self-concept among international and domestic doctoral students at a research university in the Midwestern United States. International students placed a higher value on research-related and other academic experiences than domestic students; they also reported a stronger sense of belonging. Advisor support was associated with a stronger sense of belonging and academic self-concept for both groups. However, while sense of belonging was related to academic self-concept among domestic students, there was no relationship between the two among international students.