Academic Performance Of International Students Research Articles

Crowded house: accommodation precarity and self-reported academic performance of international students

ABSTRACT This article draws on two surveys of international students in Sydney and Melbourne, undertaken in 2019 and during the 2020 COVID-19 lockdowns. Using the concept of bounded agency, we identify how the challenges of living in one of the world’s most expensive rental housing markets impact students’ perceptions of their academic attainment. We find housing insecurity, unaffordability and condition, amplified by financial stress, contribute significantly to student anxiety about their studies. These relationships differ by student background and education. We argue students’ agency to meet their educational ambitions in Australia is constrained by the cost of housing and the housing choices they consequently make to mitigate financial stress. Our findings suggest the importance of ‘town’ or non-institutional aspects of the international student experience on their satisfaction and academic outcomes. We call for further research to explore these relationships in other global contexts.

From Macau to the United States and Canada

Framed as a narrative inquiry, this investigation focuses on the lived experiences of Seth, a 24-year-old international student from Macau at a university in Ontario prior to the pandemic. Semi-structured interviews were employed to explore the participant’s experiences of belonging and identity formation over the course of his transnational journey. Seth’s story highlights the importance of social interaction for the sociocultural adjustment and academic performance of international students. As universities in Canada prepare to welcome international students for face-to-face instruction in the fall of 2021, this investigation becomes a timely reminder of the importance of adequate socio-academic support for international students.

Learning Performance of International Students and Students with Disabilities: Early Prediction and Feature Selection through Educational Data Mining

The learning performance of international students and students with disabilities has increasingly attracted many theoretical and practical researchers. However, previous studies used questionnaires, surveys, and/or interviews to investigate factors affecting students’ learning performance. These methods cannot help universities to provide on-time support to excellent and poor students. Thus, this study utilized Multilayer Perceptron (MLP), Support Vector Machine (SVM), Random Forest (RF), and Decision Tree (DT) algorithms to build prediction models for the academic performance of international students, students with disabilities, and local students based on students’ admission profiles and their first-semester Grade Point Average results. The real samples included 4036 freshmen of a Taiwanese technical and vocational university. The experimental results showed that for international students, three models: SVM (100%), MLP (100%), and DT (100%) were significantly superior to RF (96.6%); for students with disabilities, SVM (100%) outperformed RF (98.0%), MLP (96.0%), and DT (94.0%); for local students, RF (98.6%) outperformed DT (95.2%) MLP (94.9%), and SVM (91.9%). The most important features were [numbers of required credits], [main source of living expenses], [department], [father occupations], [mother occupations], [numbers of elective credits], [parent average income per month], and [father education]. The outcomes of this study may assist academic communities in proposing preventive measures at the early stages to attract more international students and enhance school competitive advantages.

International medical students’ perspectives on factors affecting their academic success in China: a qualitative study

BackgroundThe number of international students who choose China as their destination for quality medical education is rising, particularly those from developing countries, but little is known about their adaptation and educational experiences at Chinese universities. This study explored the factors that these students perceived to have influenced their academic success.MethodsSemi-structured interviews were conducted with international students (N = 40) from developing countries from September 2020 to January 2021. Participants were graduates or in their second, third, fourth, fifth, or sixth academic year in two university medical schools. Interviews were audio-recorded, transcribed, and analyzed using a thematic analysis approach.ResultsThe participants chose China to study medicine based on cost, teaching resources, quality of medical education, recommendation, and safety factors. They considered an increase in medical knowledge, clinical skills and communication skills as an indicator of academic success. Positive factors affecting academic success were the support system (family, friends, seniors) and campus resources (library, laboratories, extra-curricular activities, scholarship). Negative factors were (i) issues affecting learning (English language barrier), adjusting to the medical education system in China, learning difficulties, failing exams, internship difficulties, problems with online learning during the pandemic, (ii) sociocultural issues (lacking knowledge of the Chinese language, challenges in daily life, perceived discrimination, interpersonal relationships), (iii) wellbeing issues (physical and mental health issues), and (iv) other challenges (climate, food, finance, scholarship). The influence of teachers, administrators and classmates was perceived as both positive and negative.ConclusionsFactors affecting the academic success of international medical students at Chinese universities are multi-faceted. It is the collective responsibility of the host society, universities, teachers, administrators, classmates, families, and students themselves to address these factors in order to support and help students achieve academic success. Findings in our study support recommendations to improve teachers’ English language skills and pedagogy and to invest in administrators’ professional development. They also suggest that greater awareness of students’ sociocultural and mental challenges and optimizing the positive influence of classmates could strengthen student support and better address student academic difficulties. The English proficiency and prior academic performance of international students should be considered during recruitment. Given the rapid growth in international MBBS programs in China, further research on the experiences of international students in China’s medical programs is needed.

Research on the effects of part time job on university students regarding learning process as well as daily life

Nowadays, it is common for students to work part-time to cover their lives and earn extra income and student in Ho Chi Minh city is no exception. However, part-time jobs will affect the student's living and learning process. Besides, there is also an opinion that when working part-time, students will learn more experience than in school. Therefore, this article aims to study the influence of part-time work on outcomes. student learning outcomes. Methodology: The article was completed based on a comparison of current and previous studies. By using Likert scale, the article compares opinions and finds results and finds suitable solutions. Results: This study shows that there is a difference in learning outcomes through actual surveys of two students in FPT University who have part-time jobs and don't work part-time. Research has found the effects of part-time jobs, which are the factors that make students' academic performance decrease. Conclusions: From those bases, the research has proposed solutions and recommendations to help FPT University students get a part-time job to improve their study results. References Ali, E. (2017). Impact of part time work on the academic performance of international students. Journal of International Business, Economics and Entrepreneurship, 2(1), 17-22. Farooq M. S., Chandhry A. H., Shafiq M. ( 2011), Factors affecting students quality of academic performance: A case of Sunday school level, Journal of Quality and Technology Management, 3-11. Greenbank, P., Hepworth, S., & Mercer, J. (2009). Term‐ time employment and the student experience. Education+ Training, 43-55. Tessema, M. T., Ready, K. J., & Astani, M. (2014). Does part-time job affect college students' satisfaction and academic performance (GPA)? The case of a mid-sized public university. International Journal of Business Administration, 5(2), 50. Hoi, H. (2020). Advertising Vietnam's Tourism Products in the Technology Age. In Proceedings of the 2020 International Conference on Management of e-Commerce and e-Government, 11-15. Muluk, S. (2017). Part-time job and students’ academic achievement. Jurnal Ilmiah Peuradeun, 5(3), 361-372. Lin, M. C., & Ching, G. S. (2014). College student'employability: Implications of part-time job during college years. Advances in public, environmental and occupational health, 4, 101- 106. Kuzuhara, K., Shibata, M., & Iguchi, J. (2021). Incidence of skiing and snowboarding injuries over six winter seasons (2012-2018) in Japan. Journal of Physical Education and Sport, 21(1), 73-80.

The Effects of Stressors on Academic Performance of International Students in Jiangsu University: The Moderating Role of Coping Strategies

Abstract: This paper examined the effects of stressors on academic performance of international students in Jiangsu University: the moderating role of coping strategies. The sample comprised randomly selected 228 international students from the university across all levels; bachelor, masters and PhD. We used multiple linear regression model to estimate the findings. Among our empirical results are: (1) stressors have adversative effects on students’ academic performance. (2) Male and female international students differ with regard to the effects of stressors on their academic performance. (3) The effect of stressors on students’ academic performance differ among bachelor, masters and PhD international students. (4) International students employed different strategies of coping throughout their study duration in order to minimize their stress levels and to attain higher levels of academic performance. The study found that, Problem-focused strategies were positively related to international students’ academic performance on the premise of its ability to minimize stress. Based on the empirical findings, we profess appropriate recommendations to stakeholders for action. Keywords: Stressors, International Students Academic Performance, Coping Strategies

International Doctoral Student Research Self-Efficacy Scandal: A Case Study of Chinese University

The internationalization of Chinese higher education glimmers the hope for globalization and opened the doors for countries to exchange academics treasures and cultural exchange. The euphonious and mellifluous agenda behind the internationalization led the nations towards the silver lining of collaboration, interaction, and human resources exchange. However, a large volume of literature claimed the poor academic performance of international students and weak academic communication between international students and Chinese faculty members. So the study sought to explore the phenomena through doctoral. Student experience regarding their research self-efficacy development in a Chinese university. Thus, we took one Chinese university as a case due to its high accessibility of international students with broad and deep experience of being an international student in China. Our participants were international doctoral students from Asian and African countries with significant financial desperation. The findings shed light on the intention of international to pursue a doctoral degree in Chinese higher education and how it significantly delayed their research self-efficacy development.

Examining the Relationship between Cultural Intelligence and the Academic Performance of International Students: A Structural Equation Modeling Analysis

Examining the Relationship between Cultural Intelligence and the Academic Performance of International Students: A Structural Equation Modeling Analysis

Correlates on Academic Performance of International Students

This research determined the relationships between school climate, attitude towards school, and academic performance of international students. The descriptive-correlational method of research was used. Eighty-seven Indian students enrolled in BS Psychology at the University of Northern Philippines were the respondents. Questionnaire checklist and documentary analysis were the instruments to gather the needed data. Ethical Considerations were observed in the study. Results revealed that there were a fair level of school climate, a favorable attitude towards school, and a fair level of academic performance. There was a significant relationship between respondents' attitude towards school and school climate, but it was not related to academic performance. Further, there were a good physical structure and healthy interactions between students and school personnel. In addition, the students were doing well in their academics. Furthermore, the students' assessment of school could be associated with the quality and character of school life. It is highly recommended that: school climate may be enhanced through a shared recognition and commitment to their concern by the school community members. Periodic consultation with stakeholders may be held. Academic Survival Skills may be introduced to the students to equip them with the needed competency to perform well in their academics and Positive Attitudinal Change (PAC) may be conducted to develop a better disposition towards school.

Measuring the Effects of Emotional Intelligence, Cultural Intelligence and Cultural Adjustment on the Academic Performance of International Students

Purpose: The purpose of this research is to study the effects of emotional intelligence and cultural intelligence of undergraduate, graduate, and post graduate students studying abroad and how it affects their academic performance, with cultural adjustment mediating their educational achievements. Methodology: We employed the use of closed-ended questionnaire and distributed them among a sample of 222 respondents. 202 questionnaires were returned that were useful. IBM SPSS 25.0 and Andrew F. Hayes process 3.5 was used to analyze the results of the survey. Cronbach’s alpha was used to determine the reliability of the study and multiple regression analysis and Pearson’s correlation was used to determine the significance of the variables in relation with each other. Result and Findings: Analysis of the data for our study reveals that all variables were statistically significant, positive and moderately correlated with each other and cultural adjustment significantly mediates the effect between emotional intelligence, cultural intelligence and academic performance of international students. Research Implication: This study seeks to add to the already existing literature on how cultural intelligence, emotional intelligence and cultural adjustment impact on the academic performance of international students studying abroad. Moreover, this research can be used as a framework by educational institutions such as universities in determining how well international students are adjusted in their new environment and how these factors influence their academic performance over time. Limitations: The study was conducted on a cross-sectional basis, and the results were based on quantitative analysis alone. Future Research: Further studies can employ a longitudinal research of the variables and measure the effects over time. Moreover, a qualitative analysis can help in gaining a better understanding of the students and their academic performance. A larger sample size can be used that contains a more diversified audience.

Impact of depression on the academic performance of international students in Udayana University

Background: Depression is a mental disorder that affects an individual’s mood and emotion. Depression is very common among the students. In this study, the impact of depression, especially on the academic performance of students who are abroad, studies along with the risk factors of depression.Aim: The study aims to know the relationship between depression and the academic performances of international students studying abroad.  Method: In this analytic study, a cross sectional method was being used. This method is being used to analyze the relationship between the factors that influence the academic performance and also to investigate the relationship between depression and academic performance of the students.Result: As for the residence factor, the student who was lived alone performed better in academic. For the method of study factor, the student who conducts independent learning performs well in academic whereas for the factor back to Malaysia in a year, the students who go back to Malaysia less than or twice a year performs better in their academic. As for the family support factor, students who have good family support obtain good results in academic performance, but for factor family financial support, students with inadequate financial support obtain good results in their academic.

The impact of WeChat use intensity and addiction on academic performance

We explored WeChat use intensity and possible addiction level among Yemeni international students in China, including the impact of their gender and educational level on WeChat use, and the relationship of WeChat intensity and addiction with academic performance. Participants were 427 Yemeni international students in China randomly invited to participate in an online survey. Results revealed that (a) both gender and educational level had a significant impact on participants’ WeChat use intensity and WeChat addiction; (b) WeChat use intensity, WeChat addiction, and academic performance significantly correlated with one another; and (c) WeChat addiction fully mediated the relationship between WeChat use intensity and academic performance. These findings enrich social networking site studies by providing evidence of the impact of WeChat use intensity on the academic performance of international students.

Beyond English language proficiency scores: understanding the academic performance of international undergraduate students during the first year of study

ABSTRACT Past research into the relationship between English proficiency test (EPT) scores and score profiles, such as the IELTS and the TOEFL, has shown that there is not always a clear relationship between those scores and students’ subsequent academic achievement. Information about students’ academic self-concept (ASC) may provide additional information that helps predict future academic success. Research has consistently shown a positive relationship between students’ ASC and subsequent academic achievement and educational attainment in both school and higher education settings. The purpose of the current study was to examine the relationship between the academic performance of international students and their language proficiency and academic self-concept as well as other characteristics related to academic success. The study focused on first year international students in undergraduate business programs at an English-medium university in Canada. The following information was collected about the student participants: grades in degree program courses, annual GPA, and EPT scores (including subscores). In addition, students completed an academic self-concept scale. To obtain additional information about success in first-year business courses, instructors in two required courses were interviewed about the academic and language requirements in their courses and the profile of successful students. Correlations between the students’ course grades, GPA, EPT scores, and ASC score were calculated. The instructor interviews were analyzed using a content analysis procedure. The findings from all data sources were triangulated and show that language ability, ASC, and other factors impact academic success during the first year in a business program. The implications of these findings are discussed.

The management of the international student experience in the South African context: The role of sociocultural adaptation and cultural intelligence

Orientation: Sociocultural adaptation and cultural intelligence theory predicts certain relationships between these two orientations and performance in culturally diverse contexts.Research purpose: The aim of the research was to investigate the contribution of cultural intelligence to sociocultural adaptation and the role of cultural intelligence as a mediator of the relationship between sociocultural adaptation and academic performance of international students in the context of a large South African university.Motivation of the study: The study was motivated by a lack of knowledge of the role of cultural intelligence in its contribution to sociocultural adaptation and academic performance of international students in the current South African academic context. This lack of knowledge was taken to be a problem for managers in the higher education context.Research design, approach and method: A purposive sample of 263 international students from a large South African university was analysed using confirmatory factor analysis and multiple linear regression analysis.Main findings: Unlike metacognitive, cognitive and behavioural cultural intelligences, only motivational cultural intelligence, together with sociocultural adaptation, was found to be significantly and positively associated with academic performance.Practical and managerial implications: Given that motivational cultural intelligence reflects the interest and motivation of an individual to learn about and adapt to other cultures, university managers should seek to cultivate motivational cultural intelligence through university activities, as this orientation can be developed in sojourners.Contribution or value-add: The results of this study contest broader predictions that all cultural intelligence orientations act equally to enable academic performance in this context.

Impact of Part Time Work on the Academic Performance of International Students

The study analyses the impact of part time work on academic performance of international students while they study. In doing so, the study has conducted a survey among international students who were studying at different tertiary institutes in Auckland region. The study found that there are positive as well as negative impacts on the students’ academic performance while they study as well as work. The study opines that whether the impact would be positive or negative depends on time management between work and study. Findings of the study may be of interest for policy makers, educationists, and researchers.

The effect of work placements on the academic performance of Chinese students in UK higher education

The main controversy as a result of the commercialisation of international education markets is that international students especially those from China are unable to perform as well as UK students in UK universities. So far, research has yet to identify the influence of placements on the academic performance of Chinese students from entry to graduation. Using four cohorts of accounting and finance students in a UK university, this present work is the first to find that Chinese students who undertake placements in the third year are seven times more likely to achieve good degrees (2.1 or 1st) than those who opt out of work placements. It is also found that Chinese students who have a high prior academic achievement and better academic results from years 1 and 2 are likely to undertake placements. Finally, the results show that the academic performance of international students is influenced by domicile.

Key Factors Influencing Academic Performance of International Students’ in UK Universities: A Preliminary Investigation,

This study examines the extent to which international students from selected countries were satisfied with their academic performance. The study aims to give an insight into international students’ learning experience by exploring factors influencing students’ academic performance. The study adopted qualitative method. More specifically, semistructured interview was adopted with a total of 10 participants. The findings suggest that International students studying in the United Kingdom encounter certain challenges which tend to constrain their academic performance. The most significant of these barriers include the foreign language, which particularly concerns inadequate acquaintance with the English language; adjustment barriers, such as such as motivation, application, performance and satisfaction with the academic environment, as well as making friends, being part of social activities or being able to work in groups; academic issues, such as prior academic preparation, adjustment to foreign teaching methodology and pressure from performance expectations and work load issues, student teacher relationship, study skills, plagiarism and group work; and Culture. The major contribution of this study is the framework for understanding the critical factors influencing academic performance of international students in the UK, which shows the order in which these factors interact to constrain learning and ultimately the academic performance of international students

The Comparative Academic Performance of International Students in Australia

International students do just as well as Australian students. This is the key finding from a study of the academic performance of 338,000 full-time students at 22 Australian uni- versities in 2003. The results of the study are important to international education professionals globally at a time when there have been allegations that Australian universities were dropping stan- dards to favor foreign students. The Sydney Morning Herald claimed in June 2005 to have found evidence of quality falling at universities to cater to international students with poor English seeking degrees so as to be accepted for migration. The research proved these allegations to be untrue. Australian students passed 89.4 percent of courses attempted, international students 88.8 percent. The results suggest that in their recruitment of international students Australian universities set their standards at about the right level.

Impact of English Proficiency on Academic Performance of International Students

Using an ex-post facto, non-experimental approach, this research examined the impact of English language proficiency and multilingualism on the academic performance of international students enrolled in a four-year university located in north central Louisiana in the United States. Data were collected through a self-reported questionnaire from 59 students who were in their sophomore, junior or senior year of college. Statistical analyses revealed significant differences in language proficiency and multilingualism in relation to academic performance. The highest mean GPA was evident among students who had reported high levels of self-perceived English language proficiency, and among students who spoke at least three languages.

The Relationship Between Anxiety and Academic Performance of Postgraduate International Students in a British University: A Cross-Sectional Quantitative Design

Aims: Anxiety has a great effect on students’ academic performance, especially among international students. Acculturation, discrimination, familiarity with the education system, weather, social support, and language limitation are among the main factors which contribute to anxiety among international students. This small scale study assesses the relationship between anxiety and academic performance of international students among postgraduate international students of in the University of Bedfordshire. A cross-sectional questionnaire survey was carried out. A non-randomised purposive sampling of n = 105 postgraduate international students participated in the survey comprising of 66 male, 39 female. The findings indicate that anxiety is significantly correlated to academic performance. Workload, choice of coping with stress, future prospect, and change in the system of education are the major types of anxiety affecting our participants giving significant relationship when cross-tabulated with gender and/ ethnicity. Also in the aspect of difficulties in focusing on their studies, more than 50% disagree showing a significant relationship when compared with gender. Anxiety is seen as a tool to explain academic performance. Hence, it is important that this is considered to make their learning experience more fulfilling.