\u2018My family\u2019s goals are also my goals\u2019: the relationship between collectivism, distal utility value, and learning and career goals of international university students in Germany

Sog Yee Mok,Laura Froehlich,Cafer Bakaç

doi:10.1007/s10775-020-09447-y

Abstract

The utility value of an academic task can affect university students’ learning behavior and career choices. For collectivistic-oriented students, learning and career goals also matter to their families. Following expectancy-value theory, we assumed that families’ achievement-related expectations would affect collectivistic-oriented students’ utility value. We conducted a survey study with 154 international university students in Germany. We found a significant mediation effect of students’ distal utility value of their university coursework on the relationship between students’ collectivism, learning goal orientation, and motivation to follow family-oriented distal career goals, respectively. Practical implications for career counselors and university teachers are discussed.

Highlights

International university students leave their home country to study in order to gain new experiences and increase their educational and economic success
We argue that the motivational constructs defined in expectancy-value theory might have a different role for more collectivistic-oriented students because of the core elements of the cultural value orientation of collectivism that have an impact on students and adults (Cross, Bacon, & Morris, 2000; Oyserman, Coon, & Kemmelmeier, 2002)
Results supported our hypothesis that utility value mediates the relationship between collectivistic orientation and the motivation to pursue a family-oriented distal career goal

Summary

Introduction

International university students leave their home country to study in order to gain new experiences and increase their educational and economic success. As international students come from heterogeneous backgrounds which are more or less culturally different from the host country, understanding their motivation is relevant for ensuring their academic success. Studies have shown that international students are confronted with different challenges such as language barriers and discrimination which might impair their graduation or attainment of their career goals (Franco, Hsiao, Gnilka, & Ashby, 2019; Schneider, 2018). It is crucial for university career counselors and university teachers to know what motivates international students during their studies, especially in learning situations, and how international students can be supported to successfully graduate

Objectives

Methods

Discussion

Conclusion