International School Students Research Articles

Research on the Correlation Between the Painting Styles and Psychological Characteristics of Personality of International High School Students

Abstract: In the context of globalization, high school students in international schools, with their diverse cultural backgrounds, rich educational resources, and unique growth environments, exhibit distinctive psychological characteristics of Personality. As an important form of artistic expression, painting not only reflects students' aesthetic tastes and creativity but may also closely relate to their personality traits. Therefore, exploring the relationship between high school students' painting styles and personality characteristics is significant for understanding psychological development and optimizing educational strategies. This paper mainly studies the correlation between the painting styles and psychological characteristics of high school students in contemporary international schools. A representative sample of high school students from a specific international school was selected as the research object. Through artwork analysis, paintings from art students in the international school were collected and classified according to their styles. The analysis revealed a certain correlation between the painting styles of high school students in international schools and their psychological characteristics of personality.

Overcoming Academic Writing Challenges: English Language Learning Strategies for Chinese International High School Students in Blended Learning Environments

With the increasing globalisation and the integration of blended learning models, academic English writing has become a critical skill introduced at the high school level. This study investigates how Chinese international high school students develop and apply effective English language learning strategies to address the specific challenges of academic English writing in a blended learning environment that combines offline EFL (English as a Foreign Language) and online ESL (English as a Second Language) instruction. Utilising a qualitative research design, three participants in this special blended learning environment are selected as specific cases. Data were collected through semi-structured interviews, student learning logs, and classroom observations. Findings reveal that students employ a combination of cognitive, metacognitive, and social strategies to address issues in this special blended learning environment. The study underscores the importance of integrating technology with traditional teaching methods, highlighting the effectiveness of blended learning in supporting students' academic writing. These insights offer valuable guidance for educators in enhancing teaching practices and for policymakers in designing supportive educational frameworks.

Re-envisioning corporate social responsibility education from a multicultural perspective: From pyramid to hourglass

While contemporary capitalist society is stimulating corporate social responsibility (CSR) and related themes such as sustainability, with the UN SDGs and ESG as dominant narratives, educators have voiced concerns about the actual issue of how to integrate these emerging phenomena into management education. This study adopted a sequential explanatory design using responses collected from international business school students in Asia over a 6-year period to examine this gap. Their perceptions were analyzed by matching them against Carroll's four-part definitional framework, the pyramid of CSR, to gauge the degree to which CSR theories are received by students. The results revealed that the majority of Asian students understand CSR differently from the mantra “CSR is about responsible business”. Depending on the context, Carroll's CSR pyramid is negatively perceived by students in Asia as many are aware that CSR is a culturally hypersensitive subject. The study proposes three recommendations for developing inclusive CSR education in multicultural settings: 1) emphasizing the “changing” role of business in the world and contemporary capitalism; 2) emphasizing the necessity of blending Western CSR theories with sustainable development issues in other nations; and 3) adding more details about cultural sensitivity in our use of CSR.

Investigate the impact of different school education systems on adolescent mental health (depression and anxiety) in Beijing.

The purpose of the study was to explore the differences in students' mental health levels across different types of schooling systems. The current Chinese education system is basically divided into two categories. Chinese traditional education and international education system. Traditional education puts more emphasis on competition and scores, while international education emphasizes a holistic and diverse educational environment. In this study, depression anxiety will be the two criteria that I used to measure students' mental health problems. I have used A convergent parallel mixed-methods and semi-structured interview to conduct both both quantitative and qualitative research. The effect of different education system are described by three dimension, Teacher-student relationship, Peer-relation, Academic pressure. Studies have shown that public school students show higher mean scores on depression and anxiety scales compared to international school students, and qualitative research suggests that this may be due to differences in the educational environments provided by the two schools and in students' perceptions of stress.

The Development of Interactive Reading Digital Module with Contextual Approach for BIPA International School Students

Teaching BIPA (Indonesian for Foreign Speakers) in SPK (Satuan Pendidikan Kerjasama) has its polemics. Based on the needs analysis, one of them is that not all BIPA learners in SPK exhibit enthusiasm toward engaging with Indonesian reading materials. This displeasure comes from several factors including a general disinterest in reading, a lack of motivation to utilize the Indonesian language beyond the confines of language classes, and other obstacles like unappealing teaching materials. Thereby, this research aims to develop an Interactive Reading digital Module based on Contextual Approach in SPK. This research uses the RD method with the ADDIE Model design and has evaluation sessions at each stage. This article will focus on the developing stage and show validation results from the expert validators. The results showed that based on expert validators, the interactive reading digital module can be used with the material, media design feasibility percentage of 83% of eligible excellent predicate.

Psycholinguistics Study on the Interplay of Bilingualism on Selected Cognitive Functions Based on Threshold Hypotheses among Saudi International School Students

This study investigates the threshold hypothesis in Saudi international school students. While this hypothesis has been extensively researched in the West, its application in Arabic-speaking regions, particularly Saudi Arabia, remains unexplored. This paper compares the executive function (metalinguistic awareness, inhibitory control, attentional control, and working memory) differences between the three levels of bilinguals (balanced, dominant, and semi) in male secondary school students in Saudi Arabia. Participants took language tests (TOEFL for English, GCSE for Arabic) and four cognitive tasks (grammatical judgment task, Stroop Task, semantic and phonemic fluency task, and Backward-digit-recall task). A quantitative causal-comparative analysis concluded that there was no significant difference between the performance of balanced, dominant, and semi-bilinguals on executive function tasks, except for the phonemic task. However, the study showed that semi-bilinguals performed poorly in all cognitive tasks. Thus, balanced and dominant bilinguals perform equally in inhibitory control, mental flexibility, and metalinguistic and semantic tasks.

The impact of cultural experiences on mental health, career readiness and decision making in late adolescence: an international school qualitative interview study

ABSTRACT In a globalised world, study and work options have become vast. The complexity of this for young people with an international upbringing can be considerable. This qualitative interview study aims to explore how different cultural experiences in childhood may influence career decision making behaviours, career preparedness and mental health in late adolescence, specifically within an international school setting. By considering the validity of these experiences, a better understanding of the psychological, social and cultural dynamics can be weighed up in order to identify suitable career guidance strategies to effectively support these young people. Using an IPA approach, in-depth semi-structured interviews were conducted with four diverse international school students aged 17–18. These young people demonstrated that career decision making was influenced by their cultural experiences, with cultural identity and sense of belonging having a significant impact on their career decision making and their perceived career adaptability in readiness for entering the globalised workforce.

The Correlation between the Awareness of the Dangers in Smartphone Radiation and Sleep Quality among High School Students in Thailand

Despite smartphones’ critical benefits in several aspects of living in this generation, their emissions of radiation exert profound effects on the physical health of the affected individuals, including heightened risks of cancer as well as increased fibroblast activity of the skin. The aim of this study endeavors to determine the correlation between awareness of the dangers in utilizing smartphones before bed and sleep quality among high school students, to raise consciousness of the perils of smartphone radiation, and to observe sleep qualities among high school students. Through previous research, it was hypothesized that awareness of the dangers in smartphone radiation would negatively impact the sleep quality of the participants due to the negative ramifications of the radiation. To verify whether this also implies an impact on the Thai population, data were collected using a cross-sectional method with random samples of both Thai and international high school students. The information was later analyzed via Statistical Product and Service Solutions (SPSS). The results indicate a robust correlation between dangers in smartphone’s radiation and sleep quality (p = 0.451**), grade and sleep quality (p = 0.003*), and age and sleep quality (p = 0.002*). Moreover, a strong correlation between grade and sleep quality, as well as age and sleep quality, can be inferred that grade and age correlate with the amount of stress within individuals, having a negative effect on individuals’ sleep quality. Ultimately, this research not only analyzes the correlation in the findings but also aims to raise awareness of potential hazards in smartphone radiation among high school students to enhance their sleep quality.

Introduction to Sharia Economics and Financial Literacy for Elementary School Students

This research delves into the introduction of Sharia Economics and financial literacy among students at the International School of Kuala Lumpur. Recognizing the importance of financial education and ethical financial practices, especially in diverse educational settings, this study aims to bridge the gap in understanding Islamic finance principles and fostering financial literacy among students. The background of the problem lies in the necessity to equip students with comprehensive knowledge of Sharia Economics, aligning with the multicultural context of Kuala Lumpur. The primary objective of this research is to assess the effectiveness of integrating Sharia Economics education and financial literacy within the curriculum of an international school. Through a systematic methodology, including surveys, workshops, and curriculum analysis, the research evaluates the students' understanding and engagement with Sharia Economics principles and financial literacy concepts. The findings reveal the significance of incorporating Sharia Economics and financial literacy education in the curriculum, highlighting improved awareness and comprehension among students. The integration of real-life examples and interactive learning methods enhances students' practical understanding of ethical financial practices within the Islamic framework. In conclusion, this research underscores the importance of promoting Sharia Economics education and financial literacy among students in international schools, emphasizing its role in shaping responsible financial behaviors and fostering a deeper understanding of ethical economic principles. The implications of this study extend beyond the classroom, emphasizing the broader significance of financial education in promoting economic sustainability and ethical financial practices in diverse global contexts.

Academic English Writing Challenges in a Blended EFL and ESL Learning Environment: Insights from Chinese International High School Students

In the wake of China's educational internationalization policy and the technological shifts post-COVID-19, the mode of educational globalization has undergone significant transformations. In this context, this study investigates the academic English writing challenges of Chinese international high school students (CIHSSs) in a blended English as a foreign language (EFL) and English as a second language (ESL) learning environment. Drawing on Vygotsky's sociocultural theory and prior research, the study examines the specific hurdles CIHSSs face in academic writing. Previous research has highlighted various difficulties in academic English writing for international students; however, a significant research gap exists concerning high school students, especially in blended learning context settings. To fill this gap, this qualitative case study explores CIHSSs’ English language learning experiences, focusing particularly on their academic writing challenges in a blended EFL and ESL context. Through semi-structured individual interviews with three CIHSSs, the study conducts a thematic analysis to identify key challenges across five areas: cultural differences, unfamiliarity with academic norms, language proficiency limitations, communication barriers, and technological adaptation issues. The findings emphasize the importance of communication, especially peer support and collaborative learning, underlining the need for effective English language learning strategies (ELLSs). These insights are vital for educators and learners to navigate the complexities of blended EFL and ESL learning environments effectively.

A Study of Coping with Intercultural Interaction Obstacles Between Global and Local Students in International Schools

Intercultural communication has become a vital element in the world today due to globalization. Students are increasingly seeking education in foreign institutions and regions with different cultures. This is a qualitative secondary research with the aim of identifying steps that schools can undertake to cultivate positive intercultural communication between global and local students. Thirty-one peer-reviewed articles were selected after purposive sampling from many sources using desk research using online sources, Google Scholar, the Journal of Communication, and the Journal of Applied Communication Research. The research aimed to answer the general question of: what steps can schools undertake to cultivate positive intercultural communication between global and local students. Therefore, data were collected, and content analysis was conducted to acquire results that were interpreted using the grounded theory. Data analysis was conducted by putting the data into groups based on the questions asked. This ensured that the findings generated were significant and sufficient to make viable and reliable conclusions. The results will be significant in guiding schools and individuals on ways to ensure effective intercultural interactions. These results will ultimately improve the experience for both local and global students. The findings indicated that stereotypes and anxiety are the major obstacles hindering intercultural communication between global and local students. However, learning how to initiate interactions, recognizing cultural differences, and giving more meaning to intercultural social interactions were identified as steps that schools can implement to enhance effective coping.

Utilizing digitally mediated warm-up activities for developing intercultural literacy in young EFL students: An exploratory study

According to recent research, incorporating intercultural elements into digital learning resources used in English-language activities is considered one of the most efficacious approaches for improving intercultural literacy among young learners. However, there is limited knowledge available regarding the utilization of digital materials in developing intercultural literacy during lead-in phrases for young learners. The present study aims to fill this gap by investigating how technology can be used to create intercultural literacy among young EFL students in typical Vietnamese international elementary schools during EFL warm-up activities. This study was carried out in three stages: (1) an informal interview conducted by the researcher with two EFL teachers from two different internal schools about their teaching contexts and knowledge of intercultural literacy; (2) sixteen observations of English lessons over a semester using warm-up activities to enhance young learners’ intercultural literacy (n=65), and (3) in-depth interviews with the same two teachers. The teachers’ interactionally oriented narratives derived from the interviews and the intervened-lesson observations in their classrooms were thematized to specify the types of warm-up activities using digital resources and their functions on activating young learners’ prior knowledge of intercultural features. Meanwhile, the observation checklist was employed to determine whether these embedded features had made changes to the teachers’ teaching methodology. The paper also discussed the implications for enhancing EFL young learners’ intercultural literacy via digital learning paths informed by the teacher’s intercultural language communicative teaching approach.

Teacher and student interpretations of global citizenship education in international schools

This study explores conceptualisations of global citizenship education expressed by teachers and students in international schools. Using qualitative research, three schools were investigated in the Netherlands, Finland, and Australia. Data for this study was drawn from phenomenological interviews with secondary school students, teachers, and school leaders. The study’s findings show that young people experience global citizenship through feelings of a global community, by participating in curriculum-based community service, within charity frameworks, but also in student activism. Teachers and school leaders displayed conceptual uncertainty of global citizenship education and tended to stay within their comfort zones. The article concludes that international schools could benefit from more social justice oriented approaches to global citizenship education.

Research on the Social Causes Behind the Phenomenon of Studying Abroad in Mainland China - Taking High School Students as an Example

With the rapid development of Chinas economy, the exchanges between China and the outside world are becoming increasingly close, and the exchanges in education are no exception. More and more Chinese families choose to send their children to study abroad, and China has become the largest source of international students in the world. However, for a long time, the difficulty of applying for prestigious universities has increased year by year, and the problems such as the increase in living costs still exist objectively. In order to fully understand the real reasons why high school students choose to study abroad, as well as the fundamental reasons why the number of Chinese students choose to study abroad is not decreasing but increasing during the epidemic period, this study is based on Otterbachs push-pull theory, and adopts literature analysis and interview method to conduct case analysis. The research objects are overseas undergraduate students and international high school students in mainland China. Through the research, it is found that the social causes of Chinese high school students choosing to study abroad mainly stem from two factors: different education systems and students surrounding environment.

An Analysis of the Impact of Social Media on International High School Students Cross-cultural Ability

With globalization and comprehensive development in Chinese society, the importance of cross-cultural competence has become evident. Based on the existing literature, this article discusses the correlation between cross-cultural competence and social media among international high school students. The paper analyzes the significance of cross-cultural competence and explores the impact of internet-mediated social media on two international high school students. The study reveals the crucial role of cross-cultural competence in facilitating communication, understanding, and personal growth and development among high school students. Social media offers opportunities for communication with individuals from diverse cultural backgrounds, enhancing awareness of different cultural values, beliefs, and perspectives, and promoting cross-cultural exchange and interaction. Using social media can strengthen cross-cultural communication and understanding. Key aspects to improve in enhancing cross-cultural competence include cross-cultural communication skills, cultural sensitivity, adaptability, respect for others differences, open-mindedness, and learning about different cultural backgrounds.

An Education in Exploitation

Canada’s international education system is highly unregulated, with many recruitment agencies and homestay services taking agency in providing these services to students, leaving them vulnerable and open to exploitation. Furthermore, many school boards often do not take responsibility in arranging these services for international students, resulting in a lack of accountability that can further contribute to a cycle of deceit and students navigating this process with limited knowledge or oversight. Utilizing international student security (ISS), this article draws on interviews with six Canadian secondary school teachers from and two Chinese international secondary school students all located in Toronto and the Greater Toronto Area (GTA) to reveal the profitability of international students, and the exploitative nature of international student services providers like recruitment agencies and homestay companies. Ultimately, the article identifies responsible key stakeholders and beneficial institutional and policy improvements to better regulate international education and protect these vulnerable international youth.

English Speaking Anxiety in Chinese International High School Students

Speaking anxiety has a wide range of effects on students, notably speaking anxiety in a foreign language, which has a negative impact on students' foreign language learning, but there are fewer investigations on speaking anxiety among Chinese international high school students. This study was completed by the Foreign Language Speaking Anxiety Scale (FLSAS). A survey of students in an international high school in Hubei Province found that students had moderate speaking anxiety, there is no significant correlation be-tween gender and speaking anxiety, not having enough time to reflect before speaking in English and lack of vocabulary are the main causes of speaking anxiety. The article offers recommendations on the causes of speaking anxiety for students, teachers, and school.

Mobility and immobility during COVID-19: A narrative inquiry into the wellness of international high school students in Canada

Through the conceptual and analytical lens of intersectionality, this article explores the wellness of international high school students (IHSS) in Canada during COVID-19. Two research questions guided this study: 1) What does wellness mean to IHSS? and 2) How did the pandemic impact their wellness? We employed narrative inquiry as our methodology and the three commonplaces of narrative inquiry—temporality, sociality, and place—set dimensions for our inquiry. In-depth interviews were conducted with thirty IHSS from 11 different countries and two focus groups with international student coordinators in a public schoolboard in Western Canada. Our research reveals that transnational mobility and pandemic-induced immobility clashed and compounded to generate new layers of understanding of wellness for IHSS through their lived experiences. Anchoring in participants’ understanding of wellness as something that allows one to utilize potentials and thrive in life, we analyzed the impacts of transnational mobility and immobility on their physical, social, mental, and emotional wellness. Our findings show that the immobility incurred by COVID lockdowns crippled an extensive range of learning opportunities for accumulating the intellectual, social, and cultural capitals that IHSS wished to pursue through transnational mobility. It also accentuated and compounded the challenges associated with transnational mobility, which were manifested in social, emotional, mental, and physical dimensions. Implications of the study include practical recommendations for developing educational strategies, resources, and policies at the micro, meso, and macro levels to better support IHSS.

Correlation between the Use of Short-Form Video and Everyday Life Attention in Thai High School Students

The short-form video has emerged as one of the most popular social media content among Gen Z and millennials. Generally, video content that does not exceed 3 minutes is considered short-form. So, we conducted a study to determine the relation between the increase in short-form video consumption and a decrease in attention capacity. A questionnaire was sent to Thai and international high school students via a Google Forms link. The questionnaire contained 39 questions, asking participants about their demographic data and short-form video use rate, as well as the attention assessment. On the results, 52% of participants were identified as male and 45% as female. 85% received the top grades (3.5-4.0). Regarding usage, 35% continually watched multiple short-form videos for over 1 hour, and 70% uploaded their videos on the platform at least once. Instagram was the most frequently used among students. The purpose of watching short-form videos included relieving stress (72%), having leisure when feeling bored (64%), and keeping up with trends (39%). Most of them showed average to high attention level in both males and females. Although one-fourth strongly agreed that they wanted to watch short-form videos during the study period, the data analysis revealed no correlation between the use of short-form videos and attention in everyday life. This suggests that everyday life attention in Thai high school students is likely to be affected by other factors.

Matthew Effect and Achievement Gap in Rwandan Basic Education

Education is considered a vital cog in a country’s economic engine in terms of training, research and development. Accordingly, a formal education system remains a mode of rationing opportunities, differentiation and the allocation of individuals into various positions within a society’s social stratification structure. Certainly, the obtainment of educational credentials has been linked to occupational, trajectory, income, and attendant life chances. In light of this, the achievement gap remains an important issue since an education provided in a more equal and equitable manner could be an important tool to bridge the gap between the rich and poor citizens within a country. This study aimed to ascertain the Matthew effect and its contribution to students’ academic achievement gap in the basic education schools of Rwanda. The study was guided by descriptive and correlational research design, stratified and systematic random sampling as well as purposive sampling were used to select 350 participants, including 51.4% males and 48.6% females, mostly aged 30 to 40 years. Quantitative and qualitative data were collected through questionnaire and interviews. The collected data were descriptively analysed using IBM-SPSS 21. The study established that socio-economically disadvantaged students mostly enrol in under-resourced and low-performing schools i.e. public and government-aided schools. Furthermore, the study identified that private and international school students outperform their counterparts enrolled in public or government-aided schools. Moreover, a significant (p-value .011) low degree of positive correlation (r= .159) was established between the students’ academic achievement and their parents’ socio-economic category. In conclusion, the Rwandan aim of ensuring access to quality, equitable and effective education for all is facing a bleak foreseeable future due to the existing academic achievement gap influenced by the Matthew effect. Recommendations were therefore formulated with a view to eradicating the Matthew effect in the basic education schools of Rwanda.