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Relevant bibliographies by topics / Chinese students Cross-cultural orientation

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Academic literature on the topic 'Chinese students Cross-cultural orientation'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Chinese students Cross-cultural orientation"

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Workman, Jane E., Seung-Hee Lee, and Kwangho Jung. "Trendsetting, Cultural Awareness, Cultural Receptivity, and Future Orientation among the Young Generation of Chinese College Students: Trendsetters Critically Matter." Sustainability 11, no. 20 (October 22, 2019): 5853. http://dx.doi.org/10.3390/su11205853.

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Current Chinese college students will become future consumers and fashion leaders. We examined, relying on a survey of 572 Chinese college students, which college students are trendsetters and followers. MANOVA results found four different innovation groups from trendsetters, to early adopters, to late adopters, and to reluctant adopters. ANOVA and regression results also found significant differences in cultural receptivity, cultural awareness, and future orientation between trendsetters and followers. The regression with the quadratic forms illustrated that the impact of trendsetting is not linear and becomes much larger for trendsetters but is almost none for the three follower groups. The piecewise regression revealed that the slope of the followers is flat, implying no relationship between the followers and cultural receptivity, awareness, and future orientation. However, the slope of the trendsetters is steep, implying a strong positive relationship between trendsetters and cultural attitudes such as cultural receptivity, cultural awareness, and future orientation.

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Yu, Baohua, and David A. Watkins. "Motivational and cultural correlates of second language acquisition." Australian Review of Applied Linguistics 31, no. 2 (January 1, 2008): 17.1–17.22. http://dx.doi.org/10.2104/aral0817.

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The present study investigates the relationships among motivational factors, cultural correlates and second language proficiency. The participants, from both Western and Asian backgrounds, were learning Chinese at university level in the People’s Republic of China. 115 students (35 Western students and 80 Asian students) ranging from beginning to advanced levels of proficiency were surveyed. The results of the study indicated that the degree of integrativeness into Chinese culture and motivation was significantly and positively related to Chinese language proficiency, while language anxiety was significantly and negatively correlated to such proficiency. However instrumental orientation was found to have no statistically significant relationship with such proficiency. Multiple regression analysis indicated that integrativeness and gender were major variables predicting Chinese language proficiency. Significant differences between Western and Asian student groups were found in terms of motivational variables and Chinese language proficiency. Compared with the Asian student group, the Western student group tended to perform better in spoken Chinese proficiency as evaluated by their teachers and seemed to have higher levels of motivation and integrativeness but lower levels of instrumental orientation and language anxiety. Recommendations are made to enhance motivation and second language acquisition.

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Yu, Baohua, and David A. Watkins. "Motivational and cultural correlates of second language acquisition." Australian Review of Applied Linguistics 31, no. 2 (2008): 17.1–17.22. http://dx.doi.org/10.1075/aral.31.2.04yu.

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The present study investigates the relationships among motivational factors, cultural correlates and second language proficiency. The participants, from both Western and Asian backgrounds, were learning Chinese at university level in the People’s Republic of China. 115 students (35 Western students and 80 Asian students) ranging from beginning to advanced levels of proficiency were surveyed.The results of the study indicated that the degree of integrativeness into Chinese culture and motivation was significantly and positively related to Chinese language proficiency, while language anxiety was significantly and negatively correlated to such proficiency. However instrumental orientation was found to have no statistically significant relationship with such proficiency. Multiple regression analysis indicated that integrativeness and gender were major variables predicting Chinese language proficiency. Significant differences between Western and Asian student groups were found in terms of motivational variables and Chinese language proficiency. Compared with the Asian student group, the Western student group tended to perform better in spoken Chinese proficiency as evaluated by their teachers and seemed to have higher levels of motivation and integrativeness but lower levels of instrumental orientation and language anxiety. Recommendations are made to enhance motivation and second language acquisition.

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Tsegay, Samson Maekele, Mulugeta Zemuy Zegergish, and Muhammad Azeem Ashraf. "Socio-cultural Adjustment Experiences of International Students in Chinese Higher Education Institutions." Millennial Asia 9, no. 2 (August 2018): 183–202. http://dx.doi.org/10.1177/0976399618786342.

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Using qualitative research methods, this study explores international students’ socio-cultural adjustment experiences in Chinese Higher Education Institutions (HEIs). The study indicates that many international students in China are facing linguistic and cultural challenges. They have limited interaction with Chinese students and the local people, which results in shallow socio-cultural understanding of China and its people. Although they are inadequate, Chinese HEIs are tackling these challenges by providing various supporting mechanisms such as offering introductory Chinese language course/s, organizing orientation programmes and partnering international and Chinese students. The study helps (Chinese) HEIs to enhance their services to international students and boost students’ experiences.

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Brand, Manny, and Lori Dolloff. "Fantasies and Other Romanticized Concepts of Music Teaching: A Cross-Cultural Study of Chinese and North American Music Education Students’ Images of Music Teaching." International Journal of Music Education os-39, no. 1 (May 2002): 17–30. http://dx.doi.org/10.1177/025576140203900103.

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Within an international context, this article reports on the use of drawings by Chinese and North American music education majors as a means of examining these students’ images, expectations, and emerging concepts of music teaching. By studying and discussing these drawings within the methods class, it is hoped that these music education majors could project their present orientation toward music teaching. Several common themes were seen in both the Chinese and North American drawings. Individual drawings are analyzed and included as evidence of archetypal images and signifiers. It is proposed that these students’ drawings might serve as a means of uncovering, analyzing, and challenging music education students as they begin the career-long task of reconciling romanticized notions with more realistic experiences in teaching music.

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Wang, Chia-Chih D. C., and Paul Ratanasiripong. "Adult attachment, cultural orientation, and psychosocial functioning of Chinese American college students." Cultural Diversity and Ethnic Minority Psychology 16, no. 2 (April 2010): 101–9. http://dx.doi.org/10.1037/a0018634.

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Hou, Chunna, Lin Wu, and Zhijun Liu. "Parental emotional warmth and career decision-making difficulties: A model of intellectual-cultural orientation and conscientiousness." Social Behavior and Personality: an international journal 41, no. 8 (September 1, 2013): 1387–97. http://dx.doi.org/10.2224/sbp.2013.41.8.1387.

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We used a mediation model and an integrated, moderated mediation model to examine the effects of parental emotional warmth, intellectual-cultural orientation in family factors, and conscientiousness on the career decision-making difficulties of Chinese college students. We tested 1,196 undergraduate students by employing the conscientiousness subscale of the Chinese version of the Revised NEO Personality Inventory (NEO-PI-R), the Career Decision-making Difficulties Questionnaire (CDDQ), the revised Chinese version of the Egna Minnen av Barndoms Uppfostran scale (EMBU), and the Family Environment Scale–Chinese Version (FES-CV). Our results showed that, in the mediation model, parental emotional warmth had an indirect effect on college students' career decision-making difficulties through the mediation of conscientiousness. In the integrated model, this indirect effect was moderated by an intellectual-cultural orientated family environment.

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Liu, Xiaoshi, Rui Fu, Dan Li, Junsheng Liu, and Xinyin Chen. "Self- and Group-Orientations and Adjustment in Urban and Rural Chinese Children." Journal of Cross-Cultural Psychology 49, no. 9 (August 29, 2018): 1440–56. http://dx.doi.org/10.1177/0022022118795294.

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This study examined self- and group-orientations and their associations with social and psychological adjustment among children in urban and rural China. We expected that self-orientation would be more strongly associated with adjustment in urban children than in rural children whereas group-orientation would be more strongly associated with adjustment in rural children than in urban children. Data on self- and group-orientations and indexes of adjustment were collected for students in urban and rural elementary schools ( N = 990, Mage = 11 years) from multiple sources including teacher ratings, self-reports, and school records. The results showed that self-orientation was positively associated with academic achievement (β = .27, t = 5.20, p < .001) and negatively associated with emotional problems (βs = −.12 to −.20, ts = −2.34 to −3.93, ps = .007 to < .001) in urban children; the associations were weaker or nonsignificant in rural children (βs = −.04 to .12, ts = −.83 to 2.54, ps = .405 to .011). Group-orientation was associated with social standing, academic achievement, and psychological well-being more strongly in rural children (βs = −.35 to .36, ts = −7.32 to 7.63, ps = .048 to < .001) than in urban children (βs = −.19 to .20, ts = −.3.75 to 3.77, ps = .432 to < .001). These results indicate different implications of self- and group-orientations for adjustment in urban and rural children in contemporary China.

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Andres, Hayward P., and Obasi H. Akan. "A test of the teaching-learning style mesh hypothesis in a Chinese MBA." Journal of International Education in Business 8, no. 2 (November 2, 2015): 145–63. http://dx.doi.org/10.1108/jieb-12-2014-0021.

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Purpose – The purpose of this paper is to determine if “fit” and “non-fit” between authoritarian versus demonstrator teaching and visual versus verbal learning preferences differ in impact on Chinese MBA student academic performance in a large local urban Chinese university setting. In addition, the role of Chinese cultural behavioral tendencies in dictating specific teaching and learning style preferences among Chinese MBA students is also examined. Design/methodology/approach – Subjects were 135 Chinese MBA students that indicated their learning style preference (verbal or visual) and predominant teaching style encountered (authoritarian or demonstrator). Analysis of variance (ANOVA) main effects were used to identify the best teaching style and best learning style. ANOVA interaction effects were used to test the meshing hypothesis (i.e. teaching-learning style “fit” versus “non-fit” conditions). Findings – The results provided support for the mesh hypothesis – teaching style – learning style fit does matter. In general, authoritarian teaching was superior to demonstrator, and verbal learning was superior to visual. Findings also suggest that the demonstrator teaching style may better handle different learning styles (e.g. both verbal and visual) simultaneously as compared to the classic authoritarian teaching style. Research limitations/implications – The findings support and contribute to the body of knowledge about the mesh hypothesis and provide the foundations for further longitudinal studies evaluating teaching and learning styles learning styles in a multicultural and cross-cultural context. A limitation of the study is that self-report responses were used and the data were collected at one Chinese university. Practical implications – The results suggest that instructors are likely to reach only a selected few students if it is assumed that all students learn in the same way or based on cultural orientation alone. University administrators should be aware of the role of cultural tendencies related to teaching and learning and how cross-cultural communication and multicultural awareness can provide insights into strategies for social and academic integration of foreign students. Originality/value – To date, the meshing hypothesis has received far less theoretical or empirical attention than the general learning style and teaching style hypotheses. This study addresses that gap.

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Heim, E., S. Scholten, A. Maercker, D. Xiu, D. Cai, Z. H. Gao, S. Lu, et al. "Students’ Value Orientations in Contemporary China: Analysis of Measurement Invariance and Latent Mean Differences in Comparison With Students From Germany and Russia." Journal of Cross-Cultural Psychology 48, no. 4 (March 9, 2017): 511–31. http://dx.doi.org/10.1177/0022022117696800.

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The present study examined Chinese students’ personal value orientations according to the Schwartz value theory in comparison with students from Germany and Russia. The theory postulates 10 value orientations grouped into four higher-order factors: conservation versus openness to change and self-transcendence versus self-enhancement. Schwartz’ value orientations have been extensively investigated in Europe but less in East Asian countries such as China. We hypothesized that Chinese students would score higher on conservation and self-enhancement than German and Russian students, but lower on self-transcendence. Regarding openness to change, a null hypothesis was formulated. Students from China ( n = 9,601), Germany ( n = 1,118), and Russia ( n = 3,890) completed the Portrait Values Questionnaire (PVQ-21). To ensure methodological preconditions for cross-cultural comparison, measurement invariance of the PVQ-21 was tested. In a first step, confirmatory Factor Analysis (CFA) was conducted separately for each country. Due to the high correlation between the 10 values, the four higher-order dimensions were studied separately. Configural, metric, and scalar invariance models were tested using multigroup CFA. Full metric and partial scalar invariance models held for all higher-order factors. Thereafter, latent means of values were compared across samples. As a result, Chinese students scored highest on the four higher-order dimensions when compared with Russian and German samples, thus the hypotheses were only partly confirmed. Results of this study could reflect the value conflicts emerging from various cultural influences in contemporary China: Young people are confronted with daily negotiation between Confucian tradition and the rapid economic development.

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Dissertations / Theses on the topic "Chinese students Cross-cultural orientation"

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Yang, Bing. "An analysis of the impact of intellectual property rights on Chinese students." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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Lin, Shu-Ping. "An exploration of Chinese international students' social self-efficacies." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1154973203.

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Tam, Cheuk Chi. "NON-MEDICAL USE OF PRESCRIPTION DRUGS, STRESS, CULTURAL ORIENTATION, UTILIZATION OF HEALTHCARE, AND PROTECTIVE FACTORS AMONG COLLEGE STUDENTS IN CHINA." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5201.

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Background: Non-medical use of prescription drugs (NMUPD) refers to the use of prescription drugs which are traditionally utilized to manage pain or treat psychiatric problems but without a doctor’s prescription. In 2010, an investigation by the Substance Use and Mental Health Services Administration (SAMHSA) revealed that 5.3% of young adults (18 to 25-year-olds) in the United States reported past-month NMUPD. NMUPD has become a growing concern owing to associations with consequences such as college dropout, poor academic achievement, and health jeopardizing behaviors. College students' NMUPD has been well documented in the United States. Limited studies, however, have been conducted among college students in China. The purposes of this study are to examine the prevalence and motives of NMUPD among college students in China, and to assess its relationship with stress (i.e., perceived stress and traumatic events), mental health problems (depression, anxiety, and post-traumatic stress disorder (PTSD)), utilization of healthcare, cultural orientation, and protective factors (i.e., resilience and future orientation). Methods: In Jan-April 2017, online data were collected using SONA system from a total of 720 undergraduates at Beijing Normal University (BNU) and University of Macau (UM) with an average age of 19.65. All participants reported their nonmedical use of prescription drugs (i.e., opioids, sedatives, stimulants, and anxiolytics) in their lifetime and the past three months, stress, mental health, utilization of healthcare, cultural orientation, and protective factors. Spearman’s rank-order corrections and logistic regression were employed for statistical analyses. Results: Findings indicate that 41.2% of Chinese students reported taking prescription drugs without a doctor’s prescription. The most commonly misused prescription drugs were opioids (40.5% lifetime use, 31.8% past-three-months use), followed by sedatives (1.8% lifetime, 0.8% past 3 months), anxiolytics (0.9% lifetime,0 .3% past three months), and stimulants (0.2% lifetime, 0% past three months). Bivariate analyses suggest significantly positive correlations of lifetime NMUPD with mental health problems (anxiety and PTSD), cultural orientation (individualism and collectivism), and utilization of healthcare (frequency of healthcare use, time spent for healthcare, and money spent for healthcare). Similar results were found in terms of past-three-month NMUPD. The results of logistic regressions indicate the significant association of lifetime NMUPD with individualism of cultural orientation, and frequency of healthcare use. Specially, individualism, frequency of healthcare use, and time spent for healthcare were found to be associated with lifetime opioid misuse, and depression was significantly associated with sedative misuse. Resilience was negatively associated with lifetime sedative misuse. Frequency of healthcare use was also found to be positively associated with past-three-month opioid misuse. Conclusion: Utilization of healthcare, cultural orientation, and mental health problems appear to be the factors associated with NMUPD among college students at BNU and UM. More discussion is needed in Chinese society about regulation of prescription drug use. Future culturally-tailored prevention intervention programs may be beneficial to reduce the risk of NMUPD among Chinese college students.

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Pak, Samuel Sungchoon. "Incorporating crosscultural learning strategies to reduce English language learning stresses on Hong Kong's secondary students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1523.

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Chang, Miao-Jen. "A cross-cultural study of Taiwanese and British university students' oral narratives." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7826.

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This cross-cultural study investigates the structural and cultural differences and similarities evident in 13 Mandarin (TM) and 17 English language narratives (TEFL) produced by Taiwanese university EFL students and 17 narratives (BE) produced by British university students. This study also explores how the Taiwanese L2 learners’ identities might affect their use of L2 discourse norms within their narratives. The findings show that within the three sets of narratives, past experiences, in general, are recounted in chronological order and the organisation of narratives follows the sequential order defined by Labov (1972). In terms of orientation, there is some cultural variance. The TM and TEFL narratives underscore the importance of family values in Taiwanese society and underline the role of teachers in these students’ worlds. However, the data shows some variance with Labov’s (1972) results in terms of the relationship between complicating action, resolution and evaluation. In terms of external evaluation, the British narrators use much more evaluation in directly addressing their listeners. In terms of internal evaluation, there is significant variance within the three sets of narratives i.e. stress usage, adverb usage, and repetition. The findings suggest that there is no major difference in tellership and tellability in the three sets of narratives. In terms of learner identity, although some Taiwanese EFL students demonstrate high levels of integrative motivation, they have difficulty using L2 discourse norms in their narratives. This is evidenced by their anxiety in relation to their locus of control. It is also manifest that their learner identities have changed over a period of time and were constructed in various sites of struggle, and by relations of power, in which they assumed different subject positions.

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Ping, Hanci. "Teaching Chinese ESL students in a writing workshop, a cross-cultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0008/NQ61672.pdf.

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Dempsey, Alison. "Cross-cultural Interactions of Chinese Graduate Students at a Midsized U.S. University." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336069244.

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Wang, Ying. "INTERNET USE AMONG CHINESE STUDENTS AND ITS IMPLICATION FOR CROSS-CULTURAL ADAPTATION." Kent State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=kent1164921279.

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Ding, Hong. "Living through ambiguity : the cross-cultural experience of Chinese students in London." Thesis, Goldsmiths College (University of London), 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531432.

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This thesis tells the stories of four mature Chinese students' journey to the West. It explores their expectations, discoveries, frustrations and dilemmas during their one year postgraduate study in London. In view of the recent trend of mainland Chinese students coming to study in Britain, I examine what they encountered upon arrival and how they coped with an unfamiliar environment. Central to my concern is how they perceived and interpreted their experiences. Ethnography and narrative analysis served as methodologies for this inquiry. In-depth interviews were conducted and participants' narrative accounts subsequently analyzed. The combination of approaches was innovative as well as effective in unlocking how the impact of their journey influenced the construction of their identities. The study reveals that newcomers faced difficulties and ambiguities in academic, social and cultural dimensions. How they negotiated conflicting values and sought self-understanding was highlighted in the analysis. Findings from the research raise two questions: on a practical level, what support can be provided for Chinese students in their transition to the British education system? I emphasize that their predicaments are not adequately acknowledged at the moment. On a theoretical level, I argue that, when theorizing post modem identity, the socio-cultural and political contexts in which individuals are historically positioned should not be neglected. Depending on who and where you are, different levels of flexibility are required for new mobility. This study shows that participants' coming to terms with their cross-cultural experience involves active engagements in making the adjustment and constructing reflexively meanings out of it. The research concludes that meeting Chinese students' need for support is as important as the strategy of recruiting them. UK higher education institutions should respond to the new challenge so that possible change can take place to improve the quality of their educational and cultural experience.

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Yang, Jianxiang. "A CROSS-CULTURAL COMPARISON OF SELF-PERCEPTION AMONG AMERICAN AND CHINESE SECONDARY SCHOOL STUDENTS." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1169091741.

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Books on the topic "Chinese students Cross-cultural orientation"

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Shinkokujin Nihon ryūgakusei no gengo bunka sesshoku: Sōgo gokai no Nitchū kyōiku bunka kōryū. Tōkyō: Hitsuji Shobō, 2010.

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Satō, Gunʾei. Kaigai kikoku shijo kyōiku no saikōchiku: Ibunkakan kyōikugaku no shiten kara. Tōkyō-to Machida-shi: Tamagawa Daigaku Shuppanbu, 1997.

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Nihon no taigai kyōiku: Kokusaika to ryūgakusei kyōiku. Tōkyō: Tōshindō, 1990.

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Mickle, Kathryn Margaret. The cross cultural adaptation of Hong Kong Chinese students at canadian universities: A report. Ottawa, Ont: Canadian Bureau for International Education = Bureau canadien de l'éducation internationale, 1986.

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Inoue, Takayo. Ryūgakusei no ibunkakan shinrigaku: Bunka juyō to enjo no shiten kara. Machida-shi: Tamagawa Daigaku Shuppanbu, 2001.

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W, Evans Norman, ed. International students: Strengthening a critical resource. Lanham: Rowman & Littlefield Education, 2009.

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Mentoring students & young people: A handbook of effective practice. London: Kogan Page, 2002.

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Hsieh, Shelley Ching-yu. Gold and Jade filled halls: A cognitive linguistic study of financial and economic expressions in Chinese and German. Leiden: Brill, 2013.

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A cognitive analysis of U.S. and Chinese students' mathematical performance on tasks involving computation, simple problem solving, and complex problem solving. Reston, Va: National Council of Teachers of Mathematics, 1995.

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Wah-Won, Ng, ed. Chinese culture, Western culture: How cross-cultural views of history, philosophy and human relationships will change modern global society. New York: iUniverse, 2007.

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Book chapters on the topic "Chinese students Cross-cultural orientation"

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Chen, Zhe, Shunong Deng, Adila Mamtimin, Jiaxin Chang, Feng Liu, and Lin Ma. "Exploring Factors Influencing Knowledge Sharing of International Students at Chinese University." In Cross-Cultural Design, 521–30. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57931-3_41.

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Su, Shaobing, Haiying Guo, and Danhua Lin. "Positive Youth Development Among Chinese Migrant Youth: The Protective Roles of Future Orientation and Social Support." In Cross-Cultural Advancements in Positive Psychology, 209–22. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68363-8_14.

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Chen, Zhe, Cynthia Kunda, Dennis Oweke, Bayo Komolafe, Buyan-Erdene Badamsereejid, and Zhihong Zou. "Understanding Learning of Chinese Characters for International Students in China." In Cross-Cultural Design. Applications in Health, Learning, Communication, and Creativity, 250–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49913-6_21.

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Lu, Ruichen, Yi Wang, and Richard Kennon. "Cross-Cultural Research for Luxury Fashion Brands in the Chinese Market: A Review of Long- Versus Short-Term Orientation in National Culture Dimensions." In Business Models and ICT Technologies for the Fashion Supply Chain, 25–32. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48511-9_3.

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Tsai, Annie Y., Yu Hsiu-Ting, and Ashley Maynard. "Mother-Child Conflict Resolution Styles Among Chinese College Students in Taiwan." In Merging Past, Present, and Future in Cross-Cultural Psychology, 461–72. Garland Science, 2020. http://dx.doi.org/10.4324/9781003077473-53.

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Tsai, Annie Y., Yu Hsiu-Ting, and Ashley Maynard. "Mother-Child Conflict Resolution Styles Among Chinese College Students in Taiwan." In Merging Past, Present, and Future in Cross-Cultural Psychology, 461–72. Garland Science, 2020. http://dx.doi.org/10.1201/9781003077473-53.

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Tankari, Moussa. "Cultural Orientation Differences and their Implications for Online Learning Satisfaction." In Cross-Cultural Online Learning in Higher Education and Corporate Training, 20–61. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5023-7.ch002.

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The purpose of this chapter, which uses sociocultural learning theory as its framework and a mixed-methods study design, is to understand the differences between personal culture orientation and online learning satisfaction by examining culture at the macro and micro level in an online learning environment. More specifically, this chapter examines the cultural orientation differences among graduate students enrolled in at least one online course in the fall of 2011 at a Western institution of higher education and how these cultural differences impact their level of satisfaction with online learning. Both quantitative and qualitative data is collected, respectively, via surveys, and interviews indicate that, although culture does not directly affect satisfaction, there is a need to raise awareness about the critical factors that may affect online learning experience and to provide guidance for practice and future research.

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Pui-lan, Kwok. "The Study of Chinese Women and the Anglican Church in Cross-Cultural Perspective." In Christian Women in Chinese Society, 19–36. Hong Kong University Press, 2018. http://dx.doi.org/10.5790/hongkong/9789888455928.003.0002.

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This chapter presents a cross-cultural study of gender, religion, and culture, using the history of Chinese women and the Anglican Church in China as a case study. Instead of focusing on mission history as previous studies usually have done, it treats the missionary movement as a part of the globalizing modernity, which affected both Western and Chinese societies. The attention shifts from missionaries to local women’s agencies, introducing figures such as Mrs. Zhang Heling, Huang Su’e, and female students in mission schools. It uses a wider comparative frame (beyond China and the West) to contrast women’s work by the Church Missionary Society in China, Iran, India, and Uganda. It also places the ordination for the first woman in the Anglican Communion—Rev. Li Tim Oi—in the development of postcolonial awareness of the church.

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Johnson, Scott A., and Jing Luo. "Engaging Chinese Students and Enhancing Leadership Development through Virtual Simulation: A Cross-Cultural Perspective." In Increasing Student Engagement and Retention Using Immersive Interfaces: Virtual Worlds, Gaming, and Simulation, 161–202. Emerald Group Publishing Limited, 2012. http://dx.doi.org/10.1108/s2044-9968(2012)000006c009.

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Mysore, Anita Rao. "Multicultural Curricular Frameworks for Preservice Teachers." In Cross-Cultural Considerations in the Education of Young Immigrant Learners, 247–64. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4928-6.ch015.

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One in four children in the US has a parent who is an immigrant. Studies indicate that by and large such students are at-risk for learning and their increasing numbers continue to significantly impact the labor force and the future of the country in multiple facets. Additionally, teachers shoulder a huge responsibility in educating immigrant learners, and their performance is a function of how well teacher education programs prepare them for their work. In contemporary scenario, the performance of teachers depends on how their teacher education programs prepare them for multicultural Pre K-12 classes. To this end, a social justice orientation is useful for teachers working in multicultural classrooms because it allows teachers to strive for equity by employing culturally responsive curriculum. The chapter author presents multicultural frameworks and models with a social justice orientation that could assist preservice teachers to become more effective in their instructional practices.

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Conference papers on the topic "Chinese students Cross-cultural orientation"

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Li, Sheng'ai, Xu Tan, and Mingming Fu. "Study of Chinese College Students' Cross-cultural Pragmatic Failure." In 2016 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemeet-16.2017.34.

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Dongqi, SHI, Adhita Sri Prabakusuma, and Annissa Manystighosa. "Cross-Cultural Management and Recommendations for Chinese Students Studying in Malaysia." In Brawijaya International Conference on Multidisciplinary Sciences and Technology (BICMST 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201021.033.

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O’Sullivan, Maurice G., Briony Supple, and Marian McCarthy. "Cross cultural experiences of Chinese students studying Food Science in Ireland." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.10.

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Food science is the comprehensive study of food and beverages or more specifically the application of the scientific disciplines of the physical, biological, and chemical as well as engineering, microbiology and nutrition to the study of food and beverages to improve the sensory properties, safety, nutrition, functionality, sustainability and availability. UCC attracts diverse cross-cultural groups of students to degree programmes in Ireland annually including 3000 international students from over 100 countries (UCC, 2018). However, anecdotally, students were underperforming (grades lower than Irish students) for some of their formative assessments due to a lack of familiarity with the Irish teaching system. For this reason, it was decided to investigate, from first principals, the experiences of these Chinese students both from their Chinese and Irish experiential perspectives in order to determine areas that could be optimised to improve their integration and promote their holistic learning experiences. The action research findings of this present study will thus be used to optimise a new bespoke degree programme, specifically catered for Chinese students, that commenced in UCC in September 2017.

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Weiwei, Guo, and Zhao Xiaodong. "Cross-Cultural Differences of Entrepreneurs' Error Orientation: Comparing Chinese Entrepreneurs and German Entrepreneurs." In 2010 International Forum on Information Technology and Applications (IFITA). IEEE, 2010. http://dx.doi.org/10.1109/ifita.2010.290.

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Yang, He. "A Cross-cultural Study of Complaint Strategies by Chinese and British University Students." In 2016 International Conference on Education, E-learning and Management Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iceemt-16.2016.41.

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Dongqi, SHI, Adhita Sri Prabakusuma, and Annissa Manystighosa. "An Empirical Study on Cross-Cultural Adaptation of Chinese Overseas Students in Malaysia: Survey of Chinese Students at Segi University, Malaysia." In Brawijaya International Conference on Multidisciplinary Sciences and Technology (BICMST 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201021.032.

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Ma, Dandan. "A Study on the Value of Chinese Traditional Sport Culture in the Process of Cross - cultural Adaptation of International Students." In 2016 7th International Conference on Education, Management, Computer and Medicine (EMCM 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcm-16.2017.179.

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Petanova, E. I. "Self-government of russian and chinese students, adapting to study at the university." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.218.224.

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This text presents the results of cross-cultural study of the structure and degree of self-government on the example of Russian and Chinese first — year students: 93 Russian students studying at St. Petersburg state University; 60 Russian first-year students of Peking University, and 127 Chinese students of the faculty of Economics of Peking state University. The General tendencies for all respondents in the content of the most expressed and less formed operations of self-government of respondents are revealed. It was found that only 5 % of all respondents have a high level of selfgovernment. The highest rates of students were found in the operation «forecasting», and the lowest were the indicators for the operation «selection of the criterion for assessing the quality.» Significant differences between the compared groups of first-year students were found by the operation «quality assessment criteria» in Russian students studying at St. Petersburg state University (at home) and abroad (at Peking University).

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Dai, Wenwu, Yuxin Xia, and Ning Jia. ""LOCALIZED REVISION OF THE EPISTEMIC CURIOSITY SCALE FOR CHINESE SENIOR HIGH SCHOOL STUDENTS "." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact093.

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"Objective: The goal of this research was to revise Litman’s Epistemic Curiosity Scale (ECS), so that it can be applied to the evaluation of the developmental characteristics among Chinese senior high school students. Methods: 25 senior high school students were first invited to a trial test for confirming the item comprehensibility, after then 602 senior high students were enrolled to the formal testing for the item analysis and exploratory factor analysis. And 533 Chinese high school students responding ECS were submitted to test the construct validity of the localized Chinese-version ECS. Then the scale was applied to 366 subjects to test the internal consistency indices and criteria correlation validity. Finally, 153 senior high school students were used to test test-retest reliability of the ECS. Results: All of the 10 items were retained, through exploratory factor analysis and confirmatory factor analysis, the two-factor model which was consistent with the original scale proved to be the most appropriate, its main goodness of fit indices were: x2/df=2.68, CFI=0.93, NFI=0.93, TLI=0.90, GFI=0.97, AGFI=0.95, and RMSEA=0.06. The study found internal consistency indices (Cronbach’s alpha) from 0.73 to 0.78 in the first three samples. In addition, the ECS had a high correlation with Chinese version of Trait Curiosity Scale (r=0.53, p<0.001), test-retest reliability over 2-month interval was 0.54 to 0.56 for each of the 2 sub-scale and 0.64 for the total ECS. Conclusion: Findings in these studies support the cross-cultural validity of the ECS in Chinese senior high school students."

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