Chinese International Students Research Articles

Comparing COVID-19 and general health information-seeking behaviors among Chinese international students in South Korea

The study compares the COVID-19 information-seeking behavior of Chinese international students, who represent Korea’s largest international student group, with their general health information seeking behavior during the COVID-19 pandemic. We conducted indepth semi-structured interviews with 30 Chinese international students who had been living in Korea for at least a year and were enrolled in degree programs. Two independent researchers coded the interview transcripts based on grounded theory until they reached an agreement. Our study revealed that the health information-seeking behaviors of participants differed depending on whether they were seeking general health information or COVID-19 information. Moreover, we found a notable discrepancy between the sources of information that participants preferred to use for general health information and the sources they actually used. Participants rated COVID-19 information as more accurate, authoritative, complete, current, useful, and objective compared to general health information. Our study highlights the critical need for comprehensive support from various organizations, including campus communities, local healthcare organizations, and the Korean and Chinese governments, to provide reliable and accessible health information to Chinese international students.

Micro-processes of knowledge sharing in higher education: international students as a source

ABSTRACT International students are fundamental actors in the university’s knowledge management process, but little is known about their knowledge activities. The purpose of this study is to understand how the knowledge sharing process in higher education unfolds in the context of international students’ perspectives. Based on a qualitative approach, data were collected through interviews with Chinese international students studying at Russian universities. The results of this study were synthesized into a proposed process model for knowledge sharing, describing the activities and four stages related to knowledge sharing by international students. This study found that the relative weights of influencing factors vary across the four stages of knowledge sharing and that international students’ knowledge sharing is an iterative process that occurs in an incremental way. As a result, the study reveals the knowledge source role of international students, and extends the existing knowledge-sharing model to more accurately reflect the micro-processes of international students’ knowledge sharing. Future research can examine the applicability of the identified micro-processes in different higher education contexts. Based on the different needs of international students in the four stages identified in this study, leaders can facilitate knowledge management in higher education.

Understanding Chinese International Students’ Stances on Anti-China Rhetoric: A Postcolonial Perspective

Understanding Chinese International Students’ Stances on Anti-China Rhetoric: A Postcolonial Perspective

건강계약이 중국 유학생의 문화적응과 여가만족에 미치는 영향

건강계약이 중국 유학생의 문화적응과 여가만족에 미치는 영향

확장된 합리적행동이론을 적용한 중국인 유학생의 레저스포츠 참여 행동의도에 관한 분석

This study was to analyze the behavioral intentions of Chinese students studying in South Korea to participate in leisure sports. To this end, hypotheses were tested by using the Extended Theory of Reasoning Behavior(TRA) of motivation for recreational sports participation. The researchers surveyed 275 Chinese international students in Korea. This study was used to the structural equation modeling(SEM) of AMOS and SPSS as the research method. As a result, motivation to participate in recreational sports influences attitudes, and attitudes and subjective norms influence behavioral intentions. In this respect, the rational behavior theory newly proposed by this research model is expected to serve as the baseline data for future research on the behavior analysis of international students studying in the South Korea.

Negotiating identities in stories of anti-Chinese racism during the COVID-19 pandemic

Abstract Since the beginning of the coronavirus pandemic, there has been an upsurge of anti-Chinese racism. This paper investigates the socio-pragmatic processes through which Chinese international students in Belgium discursively deal with othering processes in the stories they tell about racist incidents during semi-structured research interviews. These processes are closely linked to various identities which are sometimes projected upon them and often take the form of the Standardised Relational Pair of victim and perpetrator. Our analysis illustrates the complexities of these multi-directional othering processes which span a continuum from merely acknowledging to challenging and rejecting. Findings not only contribute to current conceptualisations of othering, but also give a voice to those who are othered and demonstrate that they can be powerful agents who may find ways of speaking up and re-claiming agency rather than silently accepting the victim identities that are often assigned to them.

Examining basic psychological need frustration’s relevance to leisure: A case of Chinese international students during the COVID-19 pandemic

Examining basic psychological need frustration’s relevance to leisure: A case of Chinese international students during the COVID-19 pandemic

Scaling and the formation of borderland subjectivities: A study of identity construction among Chinese international students in the United States

AbstractBased on two representative cases drawn from a larger multi-sited ethnographic project, this study examines the process of identity construction among Chinese international students in the U.S.A., focusing on how the students (re)negotiate their subject positions vis-à-vis their home and host societies. Building on a conceptualization of the students as borderland subjects, the study brings to the fore a critical and creative state of in-betweenness characterizing the positioning of the students, putting into question the paradigm of adjustment and adaption that has long dominated research on international student migration (ISM). To unveil the subtleties behind the students’ formation of borderland subjectivities, the study draws on the notion of scale. By examining the scaling practices of the students, the study provides a nuanced account of how the students discursively index and connect multiple spatial–temporal contexts to guide their journey toward becoming borderland subjects. By combining the notion of scale with the borderland trope, the study sheds light on an emerging avenue of research that aims to uncover the transformative and fluid underpinnings of ISM.

How do International Students Reconstruct their Identity as Readers when they Transition into Canadian Post-Secondary Education?

Recognizing the cultural transitions Chinese international students undergo as readers in the Canadian higher education system, this study explores the difficulties encountered by four Chinese students and uncovers how they experienced, responded to, and transformed in a new cultural reading environment. Focusing on the notion of a reader’s identity, this study uses narrative inquiry to show how participants’ readers identities are reconstructed in a new cultural reading environment. It concludes that readers’ identities reflect readers’ different cultural memberships. As international students crossing cultural boundaries, their identities as readers shape how they interpret and understand the meaning of reading materials.

Systemic Understanding of Chinese International Doctoral Students’ Stress-Coping Processes and Family Dynamics During the COVID-19 Pandemic in the United States

ABSTRACT This study aims to have a systemic understanding of Chinese international doctoral students (CIDS)’ perceived stress-coping process during COVID-19 in the US with an emphasis on the role of family dynamics in the process. The unique sociopolitical background during COVID-19 May trigger CIDS’ unique stressors and responses. Moreover, as family plays an important role in CIDS’ mental health and well-being, how CIDS interact with their family may largely influence their stress management process. Hermeneutic phenomenology was used as a methodological approach to obtain an in-depth understanding of CIDS experiences. The results highlight the various interlocking stressors and coping strategies across multiple levels perceived by CIDS. Furthermore, the results emphasize the impact of family teachings, cultural values, and how larger sociopolitical background has shaped the interactions between CIDS and their family, which in turn, shaped the CIDS stress-coping process. Clinical implications are included to inform systemic prevention and intervention.

Chinese international students’ wellbeing: Experiences of assessment in higher education

While there is growing research identifying the academic and nonacademic challenges to the wellbeing of Chinese international students, there is little discussion about the differences in and challenges of the assessment they experience. This gap appears to come from a tacit assumption that assessment is universal worldwide, or that students will automatically learn strategies to deal with all the contrasts in assessment themselves. Based on personal experience, literature review and the interview responses of a group of Chinese international students’ in the UK answers are sought to three research questions regarding their experiences. Academic hospitality is the theoretical underpinning of the research as this emphasises the bilateral collaboration between international students and higher education providers to support students’ successful transition. The findings show that most participants were surprised and confused about the variety of assessment formats, the expected answers for assessment, and the autonomous learning they experienced in the UK, which were diverse from previous experience in China. While most Chinese students used similar strategies when they first encountered assessment in British universities, they developed new strategies when they realised the diverse expectations. These Chinese internationals needed ongoing support for assessment from the whole university.

Understanding Chinese International Students' Struggle in Canadian University during COVID-19: A Literature Review

The economic impact of international students in Canada is tremendous. As the enrollment of domestic students has decreased, the admission of overseas students has made up for the financial losses that Canadian institutions suffer due to the drop in domestic student enrollment. China is a significant exporter of international students to Canada, sending a sizable number of them there yearly. Chinese international students' entrance to Canadian universities is being impacted by the COVID-19 pandemic. This article contends that because of their temporary immigration status, international students in Canada are at risk. It does this by drawing on the literature analysis approach. They are not included in the majority of government assistance initiatives intended to assist Canadians during this outbreak. The majority of overseas students struggle financially and psychologically as a result of the pandemic. The circumstance is causing a further drop in the admittance of international students, with economic repercussions for Canadian institutions. The report advances our knowledge of the struggles faced by international students and educational institutions during the COVID-19 pandemic by examining the issues they face as well as the methods needed to increase their resilience and universities' capacity.

A Study of Chinese Students’ Media Dependence on Douyin in Malaysia

This paper uses the “Media System Dependency Theory” proposed by American communication scholars Paul Rockich and Melvin DeFleur as a research framework to investigate the deep-seated reasons for the dependence of Chinese international students on Jitterbug in social media, and to propose countermeasures. Overseas students are an important force for the great rejuvenation of the Chinese nation, and their values will influence the values of the whole society in the future. The international students are in the period of value formation and cognition, so it is very important to grasp the cognition formation in this period. With the advent of the mobile Internet era, short video social media, represented by Jitterbug, has become one of the most popular leisure and entertainment platforms for international students. However, while Jitterbug has brought rich experiences to young people, some negative effects have come along with it. Many international students seem to be inseparable from Jitterbug, gradually developing into a strongly sticky “relationship chimera”. It can be said that tens of thousands of international students not only cannot leave Jitterbug, but also gradually develop a kind of “dependency syndrome”—spending a lot of time and energy indulging in it, experiencing negative effects such as reduced attention span and indifferent interpersonal communication, and becoming doubly dependent on Jitterbug in terms of emotion and behavior. This study aims to examine the effects of the dual dependence on Jitterbug. Therefore, this study hopes to analyze the dependence of international students on Jitterbug as a social media and propose countermeasures to improve the media literacy of international students.

The Reconstruction of the Cosmopolitan Imaginary: Chinese International Students during the COVID‐19 Pandemic1

Social and geopolitical disruptions triggered by the COVID‐19 crisis have raised crucial questions about the shifting meaning of race, citizenship, and nationality for transborder migrants amidst receding globalization, hardening borders, and geopolitical tensions. The aim of this paper is to examine the ways in which Chinese international students have viewed and negotiated their ambiguous racial and ethnonational position between nations during the global pandemic. Drawing on 16 student interviews at one upstate New York campus between 2019 and 2021, we argue that Chinese international students have occupied a liminal space between nations that shapes their understanding of race and racism through a distinctly geopolitical lens. Double‐edged exclusion and discrimination from both the US and China during the global pandemic have heightened their sense of social dislocation and withdrawal from nationalist politics in both countries. In the process, they have not so much surrendered the cosmopolitan ideals that motivated their migration but rather, reimagined them while maintaining a delicate balance between global cosmopolitan ideals and ethnonationalist loyalties. Our findings provide insights into the future political trajectory of Chinese transborder migrants amid tense US–China relations and help to explain the contradictions of diasporic Chinese worldviews on current affairs.

Accommodation, social attraction, and intergroup attitudes on social media: the effects of outgroup self-presentation and ingroup accommodation

This experiment examines whether exposure to outgroup members' self-presentation on Facebook and ingroup members' accommodative versus nonaccommodative responses influence perceptions of outgroup members' social attractiveness and attitudes toward the target outgroup. U.S. college students (N = 865) saw one of four fictitious Facebook pages with wall posts representing a Chinese international student's self-presentation (positive vs. negative) and the student's U.S. Facebook friends' response (accommodative vs. nonaccommodative). The Chinese international student's U.S. Facebook friends were ingroup members with respect to the U.S. college student participants. Participants who viewed outgroup members with positive (compared to negative) self-presentation and ingroup accommodation (compared to nonaccommodation) perceived the outgroup target as more socially attractive. Perceptions of the outgroup target generalized to both affective and behavioral attitudes toward the Chinese outgroup. However, direct effects in our mediated model yielded some complex effects wherein negative self-presentation and communication partner nonaccommodation yielded more positive attitudinal effects. We discuss these findings in terms of the complex dynamics of intergroup accommodation in the online space.

The role of visual resources in academic achievement in higher education: Chinese international students’ perspectives

There is limited research concerning the use of visual materials for academic learning in Chinese undergraduate international students’ experiences of studying in the United States. To help address this gap, drawing upon theoretical perspectives on multimodality and a literature review on using visual resources, this article discusses the ways in which five Chinese undergraduate international students described their experiences of using visual materials for academic learning as part of a qualitative study. Primary data sources include two semistructured interviews with each participant. Informal conversations and multiple researchers’ perspectives were also consulted to ensure trustworthiness. The findings show that the participants used visual resources for specific learning purposes, particularly understanding academic content and designing projects. This study calls attention to international students’ perspectives on using visuals to support their academic learning during their study abroad.

Feedback seeking by first-year Chinese international students: Understanding practices and challenges

Feedback seeking by first-year Chinese international students: Understanding practices and challenges

중국인의 한국에 대한 우호도, 교역, 국력의 인식에 관한 연구

This study investigated and studied Chinese perceptions of Korea. It is necessary to take into account the characteristics of the sample, which has a high proportion of Chinese living in Korea and many in their 20s and 30s. The correlation between impressions, trust, national power, Korea-China relations, and perception of trade according to the period of Chinese residence in Korea was analyzed. All of the analysis results were correlated. It was confirmed that the longer the period of residence in Korea, the more positive there was a correlation between increase, trust, trade, and Korea-China relations, and there was a negative correlation with national power. As a result of the study, the longer Chinese live in Korea, the better their understanding of Korea and hope to improve friendly relations and trade between the two countries. Therefore, it is necessary to establish a long-term strategy for public relations through the attraction and systematic management of Chinese international students.

More Than Language: The Learning Experience of Chinese International English Language Learners (ELLs) at a Canadian University

This study examines the learning experience of Chinese international undergraduate students taking a large core first-year anthropological science course (ANT101) by distance learning during the Winter of 2021 at the University of Toronto Mississauga (UTM). By analyzing qualitative and quantitative data collected from self-report pre- and post- course surveys (n=587), we review the general learning experience of Chinese international students (n=30) in comparison to other international students (n=34) and domestic students (n=523). Our study shows support, but at the same time undermines some prevailing notions about Chinese international student experiences of studying in Western universities. Our data suggests that while many Chinese international students may feel a lack of English language proficiency is a barrier to their learning, it does not significantly impact their performance when compared with domestic students. The preliminary results suggest that educational research and policy makers should move beyond a focus on language proficiency and examine the role of other factors when developing strategies to facilitate supportive learning environments for English Language learners (ELL) and international students in a university setting.

Transnational Chinese students’ online information literacies during the COVID-19 pandemic

Using a transnational lens, this narrative study examines the online information literacies of six Chinese international graduate students in the United States during the COVID-19 pandemic. The data of the study were collected from phenomenological interviewing, weekly information-seeking dairies, and focus group discussions. This study illuminates Chinese international students’ transnational information literacies in navigating the pandemic online information environment. These students stayed attuned with the pandemic conditions and relevant regulations in order to inform their important decision-making concerning health, safety, visa issues, and international travel. The study also highlights participants' cultural ways of information seeking and pragmatic approaches to information credibility assessment. Results from the study show the importance of understanding and empowering the information literacy of international students, especially during a global health emergency.