Siga este enlace para ver otros tipos de publicaciones sobre el tema: Chinese students Cross-cultural orientation.
Tesis sobre el tema "Chinese students Cross-cultural orientation"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 50 mejores tesis para su investigación sobre el tema "Chinese students Cross-cultural orientation".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore tesis sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
1
Yang, Bing. "An analysis of the impact of intellectual property rights on Chinese students". Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.
Texto completo
2
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.
Texto completo
3
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.
Texto completoResumen
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.
4
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.
Texto completo
5
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.
Texto completoResumen
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.
6
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.
Texto completo
7
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.
Texto completo
8
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.
Texto completo
9
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.
Texto completoResumen
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.
10
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.
Texto completo
11
Lau, Siu-Ling Bonita. "Cross cultural differences in locus of control, field dependence-independence and uncertainty orientation among Canadians and Chinese". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28414.
Texto completoResumen
The present study is a cross cultural study comparing North Americans and Chinese on field dependence-independence, locus of control and uncertainty orientation. The relationships among these constructs and cultural based differences in those relationships were also explored. Chinese were speculated to be more field dependent, external locus of control and certainty-oriented than North Americans. This study was the first exploratory investigation of a suggested model, which provided a perspective of how field dependence-independence, locus of control, uncertainty orientation, moral judgement and learned helplessness interact. The study may also have some contribution to broadening our view on how Chinese express themselves on the three cognitive constructs mentioned above.
A sample of 39 Hong Kong Chinese and 41 Canadian college students were selected according to their cultural backgrounds. The results partially supported cultural differences in locus of control and uncertainty orientation. A strong cultural difference was found on the two subscales of the locus of control instrument and the two component measures for uncertainty orientation. Cultural differences for field dependence-independence was not confirmed. Results concerning the interrelationships among these cognitive constructs suggested a moderate association between locus of control and uncertainty orientation for Canadian subjects, but not for Chinese subjects. No other significant correlations among these constructs was obtained in this study. Because of the methodological problems inherent in the instruments, it is difficult to interpret the obtained results unambiguously, especially for the Hong Kong group. Further empirical work should be done before any firm conclusion can be drawn form the current results. Some implications for future cross-cultural studies were also discussed.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
12
Badur, Gulistan Palmer James C. Padavil George. "International students' perspectives on their cross-cultural adjustment to American higher education". Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087861.
Texto completoResumen
Thesis (Ph. D.)--Illinois State University, 2003.Title from title page screen, viewed November 29, 2005. Dissertation Committee: James C. Palmer, George Padavil (co-chairs), Amelia D. Adkins, William Semlak. Includes bibliographical references (leaves 189-195) and abstract. Also available in print.
13
Song, Lei. "Between the Cultural Push and Cultural Pull: An Exploration of Chinese International Students' Self-Concept". Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1398268643.
Texto completo
14
Harpster, Tomoko. "Toward intercultural competence : intercultural training for Japanese students in the United States". Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/761.
Texto completo
15
Bowers, Barbara Schaeffer. "A cross-cultural study of family drawings by American, Korean, Japanese, and Chinese university students : testing cultural constructs /". The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486461246814081.
Texto completo
16
Roberts, Dena L. "Pre-depature [sic] orientation program for study abroad students utilizing the on-campus international community /". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/689.
Texto completo
17
Davis, Lori E. "Global community creating a living learning community for international and American students /". [Muncie, Ind. : Ball State University], 2009. http://cardinalscholar.bsu.edu/685.
Texto completo
18
徐, 光興, Guangxing Xu, 英順 蔭山 y Hidenori Kageyama. "在日中国人留学生の適応に関する実体と問題". 名古屋大学教育学部, 1994. http://hdl.handle.net/2237/3933.
Texto completo
19
Burleson, Yi-An Lo. "Cross Cultural Relationships of Depression, Attachment Styles, and Quality of Romantic Relationships| Cultural Difference between Taiwanese/Chinese and American College Students". Thesis, West Virginia University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576279.
Texto completoResumen
Relationship quality has been determined to be a positive factor in the treatment of depression (Brown, 2000; Fagan, 2009). Although the importance of marriage has been broadly studied, little research has investigated correlations among relationship quality, depressive moods, and attachment styles. Although the prevalence of depressive moods has been documented within populations of Taiwanese/Chinese international students and American college students (Wei et al., 2007), Wang and Mallinckrodt (2006) found that definitions of ideal attachment differ in these groups. Furthermore, researchers have not yet investigated the effect of cultural differences and attachment styles on the interactions between relationship quality and depressive moods among Taiwanese and Chinese international students.
Two-group and four-group comparison (Macready, 2005) methods were applied to answer the following questions: 1) Is there a significant difference between quality of romantic relationships or levels of depressive moods of American college students with anxious or avoidant attachment style and Taiwanese or Chinese college students studying in America with anxious or avoidant attachment style? 2) How does the effect differ between the two groups? A multivariate analysis of variance (MANOVA) was conducted to determine the effect on the linear combination of relationship quality and levels of depressive moods between the American students and Taiwanese/Chinese international students with different attachment categories (secure, preoccupied, dismissive, and fearful). Four follow-up analyses of variance (ANOVAs) were conducted to determine statistical significant differences in levels of depressive moods or relationship quality among Taiwanese/Chinese international students with different attachment categories.
20
Liang, Minqian. "Perceptions of public relations among Chinese and American college students : a comparative analysis". Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/794.
Texto completoResumen
People throughout history have judged Public Relations critically. So, today, it is essential for PR professionals to know how the field is perceived. This research examines how college students in America and China perceive public relations. Four research questions were proposed to understand perception differences between the two countries, existing misconceptions against public relations, media influences and PR education.
This study employed the survey method to find college students' perceptions of public relations in the U.S. and China. The study finds that college students believe that public relations practice is related to a broad range of specialized areas. Most of students view public relations as an important, ethical profession. However, some negative terms are still associated with public relations, such as "spin," that affect students' PR perceptions. In China, fewer students now relate public relations to the previously perceived escort service; and the Chinese cultural norm "guanxi" is considered to be an important element in PR practice. Comparative analyses show that American college students view public relations as a more positive, ethical, and well-developed profession than their Chinese counterparts do. Public relations, in Chinese students' mind, is far away from the well-developed stage. College students believe media, PR courses and internships influence their perceptions to a great extent. More Chinese students recognize the media impact, while more U.S. students value he education impact.
This study affirms the importance and professionalism of public relations. At the same time, it provides crucial insights into the challenges that this field is facing in the two countries. No matter whether it is as a profession, or an academic discipline and a social contributor, public relations still needs to keep educating the public in the new decade ofthe 21st century.
21
Xiong, Zhao Ning. "Cross-cultural adaptation and academic performance : overseas Chinese students on an international foundation course at a British university". Thesis, University of Bedfordshire, 2005. http://hdl.handle.net/10547/287381.
Texto completoResumen
The aim of the present research study was to examine the cross-cultural adaptation experiences of overseas Chinese students studying on an International Foundation Course (hereafter IFC) at Luton University, in an attempt to: 1) gain a better understanding of the sociocultural adjustment difficulties and psychological adjustment problems experienced by the Chinese students and their perceived importance in adapting to sociocultural events in the new environment; 2) to examine factors that are related to the students' sociocultural adjustment, psychological adjustment and academic performance; 3) to explore the strategies used by the students for handling obstacles; 4) to integrate research perspectives from different fields (e.g. cultural adaptation, international education), and to re-assess current theoretical models in the light of this. To gain new insights into the dynamic and multi-dimensional nature of cross-cultural adaptation, this two-phase, sequential mixed method study was designed firstly to obtain quantitative results from a sample of the IFe Chinese students and then to follow up a few of the students and their teachers to explore those results in greater depth. In the first phase, a total of 126 of the students participated in the cross-cultural adaptation survey. In the second phase, twenty of the respondents of the earlier survey and seven of the IFC teachers were invited for a semi-structured in-depth interview. Results of the survey indicated that the IFC respondents regarded themselves as having "slight to moderate difficulty" in coping with the new culture, more specifically, interactions with people of other nationalities were perceived as more difficult than the academic demands, which in turn were seen as more difficult than daily life demands. With regard to psychological adjustment, most of the IFC students did not have clinical depression symptoms. Psychological adjustment was found to affect academic performance (measured by GPA). An examination of the students' GPA showed that more than half of the students had a GPA in the 'bare pass' category and half of the respondents had negative perceptions of the university, many of whom regarded the university to be worse than they expected. Results of the in-depth interviews from the students and teachers corroborated and added some further insights to the findings of the survey. After discussing the empirical findings in relation to the relevant theories and research studies, a number of recommendations are offered respectively for international students, for staff working with international students and for university authorities.
22
Wang, L. "'2+1' Chinese business students' methods of case-study group discussion in British university seminars". Thesis, Coventry University, 2014. http://curve.coventry.ac.uk/open/items/4892c4ef-3f00-4cd0-9f96-3bd0dd656ef6/1.
Texto completoResumen
The purpose of this study was to investigate how a group of Chinese business students understood the nature and the purpose of the instruction techniques they were exposed to in Britain, and the attitudes the students, Chinese lecturers in China and British lecturers in Britain held towards seminar discussions. The study also investigated how and to what extent students’ prior learning experiences predisposed them to certain attitudes towards seminar discussions. The student participants in this study undertook Part I of their degree programme at a Chinese university for two years before transferring to Britain to study for one year, graduating with a British Bachelors Degree in International Business. Data was gathered from classroom observations, follow-up and exploratory interviews, and a questionnaire survey to discover more about the students’ learning experiences in Part I in China, and from classroom observations, audio-recordings, and follow-up and exploratory interviews to investigate the same group of students’ learning experiences in Part II in Britain. A ranking task and interviews were used to identify the preferences of Chinese students, British lecturers, and Chinese lecturers from China in terms of specific group discussion methods. The study identified three discussion methods used by students in British seminars: these have been termed ‘spiral’, ‘exploratory’ and ‘individual’ methods. The Chinese students tended to use the ‘spiral’ method, repeatedly bringing the discussion back to the question provided by the seminar tutor, whereas the non-Chinese students tended to use the ‘exploratory’ method, reformulating each other’s opinions and building on them by bringing in new information. When discussing within Chinese-only groups, the Chinese students used the ‘individual’ method whereby a group leader took responsibility for the outcomes of the discussion and the other members did not build upon each other’s contributions. Chinese and non-Chinese students sometimes misunderstood each others’ intentions, but were not likely to notice that miscommunication had occurred. The ranking task and the follow-up interviews revealed that the British lecturers preferred the ‘exploratory’ discussion method, whereas Chinese lecturers from China and Chinese students preferred the ‘spiral’ method. The British lecturers were found to adopt a constructivist approach to group discussion tasks, seeing them as a means by which students could obtain professional experience. They treated Business and Management knowledge as divergent and ‘soft’. Chinese lecturers and students, on the other hand, were found to perceive group discussion as a kind of assessment and were keen to find ‘correct’ answers to case study problems, treating Business and Management as convergent and hard disciplines which offered judgements on good practice. The Chinese lecturers in Part I of the programme organised group discussion so that students could exchange answers and check their accuracy, and, perhaps because of this, in Part I the students learnt in an exam-oriented way, strategically dividing up their tasks and working individually on their own task portions in order to find an acceptable answer as quickly as possible. These students were found to continue to employ these strategies during group work after they had transferred to the British component of their degree programme. The study has made a theoretical contribution to knowledge concerning the cultural influences on students’ classroom interactional practices. The findings from the study have implications for the teaching of intercultural business communication, and the enhancement of students’ learning experiences in international business programmes, in business English programmes in China, and whilst learning within groups.
23
Henkin, Melissa B. "SHAME AND GUILT: PERCEPTIONS OF AMERICAN AND CHINESE COLLEGE STUDENTS". Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1085602726.
Texto completo
24
au, psnider@central murdoch edu y Paul Dabney Snider. "Exploring the Relationships between Individualism and Collectivism and Attitudes towards Counselling among Ethnic Chinese, Australian, and American University Students". Murdoch University, 2003. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040430.140708.
Texto completoResumen
Exploring the Relationships Between Individualism and Collectivism and Attitudes Towards Counselling Among Ethnic Chinese, Australian, and American University Students Compensating for reduced public funding, Australian and American universities actively recruit full-fee paying East Asian international students. University staff, aware of international students having difficulties coping with cultural and emotional issues, often encourage them to seek university counselling services. However, East Asian international students under-utilise Western universities counselling services.
It has been argued that the Western concept of counselling reflects Western cultural values, in particular individualism. Thus the reluctance of international students from more collectivistic cultures to seek counselling services may in part be due to a clash of cultural values. Over a decade ago, Draguns hypothesised the existence of a relationship between Hofstedes cultural dimensions of individualism, power distance, uncertainty avoidance, and masculinity, and their influence on individuals attitudes towards psychopathology and treatment modalities. The current study sought to offer empirical support for Draguns hypothesis as it related to individualism and power distance, and to attitudes towards counselling. In place of Hofstedes cultural dimensions, this study used the Triandis cultural concepts of vertical and horizontal individualism and collectivism.
Using the Triandis Individualism Collectivism Scale (ICS) and the Tinsley Expectations about Counseling-Brief Form (EAC-B)questionnaire, the current study explores the relationship between levels of vertical and horizontal individualism and collectivism, and attitudes towards the roles of counsellors, the roles of clients, and the process and goals of counselling. The research is based on data collected from three cultural groups: ethnic Chinese international students attending Australian universities, and Australian and American university students enrolled in their home countries.
This study is unusual in cross-cultural research owing to its use of the Rasch extended logistic model of modern item response theory (IRT) as a means of validating the data prior to standard statistical analysis. Whereas classical test theory emphasises the model fitting the data, the Rasch model of IRT requires that the data fit the model to be considered valid. Psychometric analysis of the ICS found its four scales separately fit the Rasch model quite well, as did three modified scales of the EAC-B.
The IRT analysis also provided a means of identifying differential item functioning (DIF), that is, items functioning differently (demonstrating bias) among
the three cultural groups.
Using the EAC-B to collect pre and post-intervention data, the current study assessed the effectiveness of a videotape intervention as a means of changing within and between-group attitudes towards counselling. It was anticipated that ethnic Chinese participants, representing the group with the least familiarity with counselling, would show the greatest change in counselling attitudes as a result of the intervention. Americans were expected to show the least change, and Australian participants to be in the middle position. Based on the findings, the intervention did not significantly alter the participants attitudes towards counselling regardless of their cultural background. Overall, the intervention served to strengthen existing attitudes.
Lastly as a means of gaining a deeper understanding of the quantitative findings, the study collected qualitative data from the participants and from university counsellors. These findings indicated that there was a general lack of knowledge about university counselling services even among those participants who were familiar with counselling as a concept. Participants, in general, expressed reservations about seeking counselling due to concerns of being seen by friends. This was particularly true for the Chinese. Chinese participants also expressed scepticism towards a non-Chinese counsellors ability to understand their problems.
In reference to Draguns hypothesis, overall the findings from this study supported his model. The findings indicated that individuals endorsing collectivistic attitudes expressed a strong preference for counsellors who were direct, expert-like, and helped clients seek concrete solutions to their problems. The study also found that an individuals expressions of cultural dimensions, such as vertical collectivism, were better predictors of counsellor preference than an individuals cultural background.
These findings have implications for university policy makers who are responsible for ensuring the existence of an infrastructure capable of meeting the needs of the international students they so actively recruit. This would include appropriate funding for an adequate and diverse counselling staff extending itself to the university community. There are also implications for counsellor education programs in recognising the link between cultural variables and client expectations.
25
Yu, Baohua. "Cross-cultural adaptation and second language acquisition a study of international students in universities of the People's Republic of China /". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40888009.
Texto completo
26
Boultbee, Marion Ruth. "China bound : a case study of orientation for study abroad in the People's Republic of China /". Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11893126.
Texto completoResumen
Thesis (Ed.D.)--Teachers College, Columbia University, 1996.Typescript; issued also on microfilm. Sponsor: Florence McCarthy. Dissertation Committee: Maryalice Mazzara. Includes bibliographical references (leaves 272-285).
27
Wei-Tzou, Hsiou-Chi. "An investigation into mainland Chinese students' experience of a cross-cutural e-mail exchange project". Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/87848.
Texto completoResumen
The effectiveness of e-mail writing has been exhaustively studied and reported on, especially in Taiwan. However, there has not been any research carried out on the topics that mainland Chinese university students enjoy writing about when corresponding with their Western epals, nor does the literature report research on writing e-mails to two groups of epals simultaneously. This study explores what issues concerned the participants when they exchanged e-mails with their Western epals and how they viewed their cross-cultural learning experience. The participants were 28 mainland Chinese second-year English majors who voluntarily corresponded with 28 American high school pupils and 28 Western adult epals for about two months in Autumn 2006. The data of this exploratory interpretative research was mainly collected from their e-mails, ‘final reports’, the mid-project questionnaire, and semi-structured interviews. The study found that the topics the participants enjoyed writing about actually depended on with whom they were corresponding. With the younger school pupils, they tended to look for friendship by talking about pastimes, their own high school experience, etc. To the more sophisticated adult epals though, they wrote largely about personal matters, on which they seemed to be covertly seeking advice. However, some topics were common to both groups and were equally popular – for example, school and daily life. The data also reveals that the majority of the participants enjoyed the experience and overall had positive views about it. These fall into three broad categories of learning: language, cultural, and communication. However, some experienced minor difficulties and problems in these areas, particularly regarding the communication aspect. Meanwhile, in the process of the participants multiediting their ‘final reports’, learning seems to have occurred between their first and final drafts – perhaps as a result of responding to the researcher’s written feedback, which seemed to make a significant difference. The implications arising from the study suggest that the students’ interest in it stimulated their engagement with learning - though the findings are tentative. Some recommendations for further research are also given.
28
Huang, Alexander. "A positive shift : Chinese post-secondary students who identify as thriving discuss their cross-cultural transition experiences in Canada". Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52855.
Texto completoResumen
Throughout the literature, international students are portrayed as a vulnerable population because there is a tendency towards focusing solely on the challenges they encounter while studying abroad. As a result international students appear to be perceived as being prone to develop psychological distress. Inter-cultural variations also appear less pronounced because international students are often studied as a whole group, and results from various studies combine several culture-of-origins. Consequently, few studies have focused solely on understanding the overall transition experience of a selected population of international students with attention awarded to areas beyond challenges, such as the positive experiences, their desires, and unique characteristics.
This study, therefore, sought to determine the different facets of the cross-cultural experiences for a specific group of students: Chinese international students from China. Both the positive and negative qualities of the transition were assessed. Furthermore, in order to portray the capacity for international students to prosper while studying abroad, only students who expressed they were “doing well” regarding the cross-cultural changes were selected. The methodology employed was the Enhanced Critical Incident Technique (ECIT), and this method identified 135 helping incidents, 102 hindering incidents, and 36 wish-list items. The helping incidents were grouped into 9 facilitating categories, the challenging incidents were grouped into 7 hindering categories, alongside 1 sub-category, and the 36 wish-list items were grouped into 3 categories (with 1 sub-category).
It became evident in this study that by addressing a unique international student population, there appeared to be greater awareness towards the distinct experiences of this population, as well as the opportunity to contribute to the growing literature on international students. More importantly, the study provided a holistic perspective of international students by attending to both facilitating and hindering events. Supported by the deliberate selection of students who report that they are adapting well, the findings seemed to further corroborate a growing trend in the literature that views international students as capable of thriving and excelling, regardless of the difficulties or challenges they may encounter during their cross-cultural transition.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
29
Snider, Paul D. "Exploring the relationships between individualism and collectivism and attitudes towards counselling among ethnic Chinese, Australian, and American university students /". Access via Murdoch University Digital Theses Project, 2003. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040430.140708.
Texto completo
30
Yu, Baohua y 喻寶華. "Cross-cultural adaptation and second language acquisition: a study of international students in universities of thePeople's Republic of China". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40888009.
Texto completo
31
Rujipak, Thanyalak. "The re-entry adjustment of Thai students in the transition from graduation in Australia to the return home". Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/69982.
Texto completoResumen
Thesis (PhD) - Faculty of Higher Education, Lilydale, Swinburne University of Technology, 2009.Thesis submitted in fulfilment of the requirements for the degree Doctor of Philosophy, Faculty of Higher Education, Lilydale, Swinburne University of Technology - 2009. Typescript. Includes bibliographical references (p. ??-??)
32
Liu, Celia L. "Global friendship in the U.S. higher education environment| The cross-cultural friendship opportunities with the growing number of Chinese international students". Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158530.
Texto completoResumen
A fast-growing number of international students is entering the U.S. higher education system, making our college campuses more multicultural and multinational in recent years. This phenomenon represents a new mission for American colleges and universities—to promote global citizenship and a new 21st-century worldview.
The increase of Chinese international students not only brings in revenue for the American higher education system but also enhances the diversity of the student body. Many institutions assert that, by having more international students on campus, they can bring awareness of global competitiveness and promote a 21st-century worldview to their students.
To achieve the educational goal of bringing multicultural diversity and global awareness to U.S. campuses, interaction among domestic and international students is a fundamental factor in making this globalization phenomenon beneficial for all students. However, it is commonly observed that Chinese international students and U.S. domestic students often encounter difficulty in cross-group interaction.
This study investigates the interaction patterns among U.S. domestic students and Chinese international students at two four-year universities with large numbers of Chinese international students. These two institutions, one public and one private, each hosts more than 4,500 international students, with more than 10% of their total student population from overseas and more than 40% of them from China. The objective of this research is to highlight the importance of cross-cultural and cross-national friendship by understanding students’ interaction patterns and identifying both friendship initiators as well as barriers.
The research uncovers the social distance and stereotypes between the two groups as the common barriers to friendship. Conversely, the initiators of friendship are the shared experience and equal status between the Chinese international students and domestic students. Institutions should prepare the way for global interconnectedness by promoting inclusive, world-ready classrooms; implementing a campus climate that explicitly welcomes international participants; and advocating the concept of cross-national global friendship as a part of 21st-century education.
33
yang, xiuyuan. "Examining the Cross-cultural Experience of Eight Chinese International EFL Students Studying STEM Disciplines in Doctoral Programs at a Large Public Research University". FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3902.
Texto completoResumen
Chinese international students’ difficulties in adjusting to the U.S. classrooms has long been overlooked. They have been stereotyped as not experiencing any problems as a result of their excellence at all levels of education, which also implies that they have been succeeding at handling cross-cultural issues. Research which focuses on Chinese international students are usually generated in the area of second language learning or pedagogical methods, Chinese international students’ cross-cultural experience has not been fully explored. The present study was hence conducted to fill the literature gap. Its results could lead to an improvement of Chinese international EFL students’ studying abroad experience, as well as provide directions for possible future studies. The study investigated the research question: how does a group of eight Chinese international EFL students studying STEM disciplines in doctoral programs at a large public research university make meaning of their cross-cultural classrooms/lab setting experiences?
The study is a qualitative case study. Participants were recruited via purposeful snowball sampling. An interpersonal, semi-structured interview was used for data collection, and guidelines provided by Smith et al. (2009) were adopted for data analysis. The results show that all eight participants have been experiencing culture-shock since they arrived in the U.S., and they held many erroneous assumptions about studying in the U.S.. Their major difficulties were generated by adjusting to the U.S. classroom culture and using/understanding cultural English. Causes of their cross-cultural experience could be traced to differences between the Chinese and the U.S. curricula and pedagogical methods; and the teacher centered, textbook oriented teaching methods adopted in their Chinese schools for English teaching. Besides, since most of the participants were top students when they were in China, considering the demand for academic excellence in the Chinese culture, participants’ eagerness to maintain/obtain academic accomplishments severed the negative part of their cross-cultural experience.
On the basis of my findings, I recommend re-examining (and corresponding change) of the curricula, avoiding the expert blind spot while teaching, and a change in schools in China regarding its English teaching method. However, because this is a qualitative case study, when facing a different group of students (other than my participants), these suggestions should be applied selectively.
34
YE, LIN Ph D. "Placing Objects in the Context of Goal-directed Actions: Cultural Differences between Chinese and American Students in the Perception of Multiple Affordances for Objects". Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1280791568.
Texto completo
35
Chiang, Jing Fen. "Cultural impact on customer perception of service quality in the hotel industry: A comparative study of Eastern and Western respondents". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3041.
Texto completoResumen
The purpose of the study was to investigate cultural aspects that influence customer perception of service quality in the hotel industry, specifically those that influence Eastern and Western respondents. A questionnaire was developed to assess cultural differences on perceptions, which included a modified version of the SERVQUAL scales, an instrument used to measure service quality. The convenience sample consisted of students enrolled in the MBA program at a Western university (N=152; Eastern=57.9%, Western=34.9%, Other=7.2%). Findings indicated that there were no significant differences between Eastern and Western cultures in perceptions of service quality. A sample questionnaire is included.
36
Roy, Brandy L. "An exploration of the role of intercultural training in developing intercultural competency among exchange students : a case study of rotary youth exchange". Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/815.
Texto completoResumen
This study works with Rotary Youth Exchange to investigate the role of predeparture intercultural training in preparing students to study abroad so that they 5 positively integrate their experience to become interculturally competent people. The Intercultural Effectiveness Scale (IES) along with an intercultural background survey were administered to each student during the first one to four months of his or her exchange to measure his or her intercultural competency development and to learn li about the student's intercultural background. Developing explicit evidence for the role of intercultural training through this study proved unsuccessful because of the students' Jack of knowledge about the subject. However, through analysis of students' answers to decipher the quality of training received and comparing that information to the students' IES scores, the vital role of intercultural training in predeparture orientation is implied.
37
Song, Hamila. "Development of a web site for Korean returning students and their parents to help their process of re-adaptation". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2874.
Texto completoResumen
The purpose of this project was to develop a website to relieve Korean returnees' reverse culture shock and help their re-adaptation process. A website can be an outstanding resource for returnees in terms of accessibility because the target audiences are scattered all over the world.
38
Douglas, Alan Andrew Lees McAninch Stuart. "Still in transition an ethnographic case study of the academic and cultural adjustment experiences of Kuwaiti students enrolled in a formal agreement partnership between an American university and the State of Kuwait /". Diss., UMK access, 2005.
Buscar texto completoResumen
Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2005."A dissertation in urban leadership and policy studies in education and education." Advisor: Stuart A. McAninch. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 236-262). Online version of the print edition.
39
Ni, Jun. "L'apprentissage du chinois chez les étudiants irlandais et leur adaptation interculturelles en Chine". Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE3035/document.
Texto completoResumen
L'objet de cette recherche porte sur l'apprentissage du chinois et l'adaptation interculturelle d'un groupe d'étudiants irlandais du supérieur en Chine.Elle s'inspire du corpus de recherches sur l'adaptation interculturelle des étudiants étrangers du supérieur et vient s'y ajouter. Parmi ces recherches, celles de John W.Berry sur l'acculturation,de Geert Hofstede sur les dimensions de la culture, la théorie de Young Y. Kim sur l'adaptation interculturelle, et la théorie de Kalervo Oberg sur le choc culturel ont été privilégiées. L’objectif principal de cette recherche étant d’arriver à une meilleure compréhension de l'adaptation interculturelle d'étudiants irlandais qui étudient le mandarin en Chine, nous avons retenu les quatre questions de recherche suivantes:Nous recourons à une méthodologie de recherche qualitative pour analyser vingt-quatre entretiens approfondis et six journaux écrits en Chine par les étudiants, afin de décrire l'adaptation interculturelle des étudiants irlandais en Chine.Les principales conclusions de notre recherche sont les suivants:1. Choc culturel. Les données montrent que même si ces étudiants s'étaient bien adaptés au pays d'accueil, ils avaient en majorité connu un certain choc culturel. Ils ont signalé divers niveaux de frustration et d'incompréhension découlant du fossé entre leur culture d'origine et celle du pays d’accueil. Ils ont également signalé des difficultés d'adaptation liées au mal du pays, à la solitude,, aux problèmes de pollution, d'hygiène alimentaire et à des difficultés de niveau linguistique.Cependant, ils ont eu recours à leurs stratégies d'adaptation pour minimiser les effets du choc culturel. dentité et compétence interculturelle adoptées par les étudiants.Les donnés révèlent le degré de réussite de l'adaptation interculturelle des étudiants irlandais qui étudient en Chine ainsi que les implications de ce phénomène sur la perception de leur identité culturelle.Les étudiants ont procédé à des ajustements et sont devenus plus tolérants, plus larges d’esprit du point de vue interculturel. 3 – Acquisition de la langue. Les données suggèrent que ces étudiants irlandais ont amélioré leurs compétences linguistiques (écoute, parole, lecture et écriture) et communicationnelles (grammaticales, stratégiques et sociolinguistiques) grâce à leur immersion dans la langue et la culture cibles. Les étudiants profitent considérablement de l'apprentissage de la langue en milieu immersif particulièrement en ce qui concerne l'acquisition des compétences verbales et de vocabulaire et la conscience sociolinguistique.4 – Facteurs qui facilitent ou entravent l'adaptation interculturelle des étudiants irlandais. Une recherche thématique des données a identifié six facteurs qui ont facilité l’adaptation interculturelle des étudiants: motivation, expériences interculturelles antérieures, soutien perçu, attitude intégrative et caractéristiques de la personnalité interculturelle. Les facteurs qui entravent leur apprentissage de la langue et leur adaptation interculturelle sont : l’écart culturel, la bureaucratie et une perception de discrimination. Cette recherche suggère également que la compétence linguistique et l'utilisation de technologies modernes peuvent être à la fois des facteurs facilitant ou entravant l'acquisition de la langue et l'adaptation interculturelle.Cette recherche, la première de ce genre en Irlande, permet une compréhension approfondie de l'adaptation interculturelle d'étudiants irlandais en Chine et constitue un complément utile à la recherche sur les programmes d'études à l'étranger en particulier dans le domaine de l'adaptation interculturelleThis research presents an original qualitative study on Chinese language acquisition and the cross-cultural adaptation process of Irish university students studying Mandarin in China. It draws upon, and adds to, an existing body of research exploring intercultural adjustment of international students in higher education. Frameworks that inform this study include John W. Berry’s theory of acculturation, Geert Hofstede’s cultural dimensions theory, Young Y. Kim’s theory of cross-cultural adaptation, and Kalervo Oberg’s culture shock theory. The overall aim of this research is to develop a deeper understanding of intercultural adjustment of Irish students studying Mandarin in China. In order to fulfil this aim, the following four research questions were developed:1. What culture shock has Irish university students experienced in China? What difficulties did these students encounter? What strategies did they employ to overcome these difficulties?2. What kind of culture identity have the Irish students developed after their study-abroad in China?3. What are their Chinese language learning experiences in China?4. What are the facilitators of and hindrances to their intercultural adjustment process. Using a thematic analysis approach, twenty-four in-depth interviews and six journals were analysed to produce findings grounded in Irish students’ cross-cultural adaptation experiences. This project’s four primary research findings are as follows: Research finding 1 - Cultural shock experienced by Irish studentsData demonstrates that although these Irish students adapted successfully in the host country, the majority of the students experienced a certain degree of culture shock. Students reported various levels of frustration and misunderstanding arising from the mismatch of their own culture and that of the host culture. These students also encountered adjustment difficulties including: homesickness; loneliness; pollution and food hygiene problems; and difficulties with language. However, students utilized their coping strategies to minimize the effects of culture shock.Research finding 2 - Intercultural identity and intercultural competence developed by Irish studentsData reveals the successful cultural adaptation of the Irish students studying abroad in China, with ensuing implications for the perception of their cultural identity. There was a positive adjustment by the Irish students who became more tolerant and open-minded, intercultural individuals. Research finding 3 – Irish students’ language acquisition in ChinaData suggests that Irish students increased their language proficiency (listening, speaking, reading, and writing) and communicative competence (grammatical, strategic, and sociolinguistic) as the result of immersion in the target language and culture. Students benefit considerably in the learning of the Chinese language in the immersive environment, particularly regarding oral skills, vocabulary, and sociolinguistic awareness. Research finding 4 – Facilitators and hindrances to Irish students’ cross-cultural adjustmentSix facilitators were identified through a thematic analysis of the data: motivation; prior cross-cultural experiences; preparation; perceived support; integrative attitude; and intercultural personality characteristics. Three hindrances were identified: cultural distance, bureaucracy and perceived discrimination. This study also suggests that Chinese language proficiency and the use of modern technology can operate as both facilitators of and hindrances to language acquisition and cross-cultural adaptation. Overall, this study brings a unique insight into the intercultural adjustment of Irish students studying in China and contributes to existing knowledge in the field of intercultural studies, targeting the specific area of cross-cultural adaptation
论文中文提要本研究是有关在中国留学的爱尔兰大学生的中文语言习得和跨文化适应的独创研究。本研究借鉴并补充了现有的在高等教育范畴内有关国际学生跨文化适应的研究。本研究所借鉴的跨文化研究领域一些著名学者的框架理论包括约翰.贝瑞 (John W. Berry) 的文化适应策略理论，格尔特.霍夫斯泰德 (Geert Hofstede) 的文化维度理论，金 (Young Y. Kim) 的跨文化适应交际理论和卡莱沃.奥伯格 (Kalervo Oberg) 的文化冲击理论。 本研究的总体目标是加深对在中国学习中文的爱尔兰学生跨文化适应进程的理解。 为了实现这个目标，制定了以下四个研究问题：1.爱尔兰大学生在中国经历了何种文化冲击？ 这些学生遇到了什么困难？ 他们采用什么策略来克服这些困难？2.爱尔兰学生在中国留学后有什么样的文化归属？3.他们在中国的汉语学习经历是什么？4.爱尔兰学生的跨文化适应调整过程的促进因素和障碍因素是什么？研究者本人作为一名来自中国的国际学生在爱尔兰学习和生活拥有跨文化适应的经验有助于理解爱尔兰学生在中国经历跨文化适应的进程。定性研究方法被用来分析和解答本研究提出的问题。研究数据的收集包括与二十四位爱尔兰大学生进行的深入的访谈和6篇爱尔兰学生在中国留学时写的日记。 通过主题分析过程对数据进行分析，该研究项目的四项主要研究成果如下：研究发现之一 - 爱尔兰学生在中国留学期间经历的文化冲击数据表明，虽然这些爱尔兰学生在东道国跨文化适应比较成功，但大多数学生都受到一定程度的文化冲击。 学生们报告说，他们自己的本土文化和东道国文化之间的文化差距导致了各种的挫折和误解。 学术环境中的文化冲击对爱尔兰学生构成了最大的压力，因为它对学业成绩和心理健康可能产生负面影响。 爱尔兰学生还遇到跨文化适应调整的困难，包括：思乡情绪; 孤独; 环境污染和食品卫生问题; 语言障碍; 出租车司机危险驾驶和滥收费用等。 然而，这些学生采取了不同的应对策略来减少文化冲击的影响。研究发现之二 - 爱尔兰学生发展的跨文化归属和跨文化能力数据显示，爱尔兰留学生在中国的文化适应成功，对他们的文化归属产生了影响。 爱尔兰学生发展了跨文化归属，变得更加宽容和思想开放，培养了跨文化人格特征。研究发现之三 - 爱尔兰学生在中国的语言习得数据显示，爱尔兰学生在目标语言和目标环境沉浸环境中学习汉语将获得了相当大的收益，提高了汉语语言水平（听，说，读，写）和交际能力（语法，交际策略和社会语言学），特别是在口语技巧，词汇和社会语言意识方面。研究发现之四 - 爱尔兰学生的跨文化适应的促进因素和阻碍因素通过对数据进行主题分析确定了六个促进跨文化适应的因素：学习动机; 以前的跨文化体验; 出国留学前的充分准备; 得到的帮助和支持; 融合的态度; 以及跨文化人格特征。 通过探索爱尔兰学生的跨文化适应所经受的困难和压力，本研究确定了三个障碍因素：文化距离，官僚主义和受到的歧视。 本研究还表明，汉语语言能力和使用现代技术交流既可以成为跨文化适应的促进因素也可能成为障碍因素。本研究的研究结果突出了国际学生跨文化适应的高度复杂性和挑战性。本研究通过分析归纳影响在中国留学学习汉语的爱尔兰学生跨文化适应的各种因素，希望能帮助和促进国际学生的跨文化适应的进程。研究结果还表明，跨文化适应的过程是一个不确定的和艰难的过程，要求有决心和适应力。爱尔兰学生面对中国这个全新的生活和学习环境，经历了不同程度的文化冲击。然而，本研究中的所有学生都对他们在中国留学的经历感到乐观。他们相信留学经历不仅帮助他们开阔了视野，而且让他们变得更加独立和成熟。研究显示，留学不仅为爱尔兰学生提供了在沉浸式环境下学习目标语言的绝好机会，还为爱尔兰学生提供了真正的个人成长的空间和发展个人潜力的机会。总之，本研究填补了有关国际留学生在华学习汉语的经验的研究方面的空白。本研究针对爱尔兰学生的跨文化适应体验有独到的见解，对于跨文化交际研究领域中特别是有关国际学生跨文化适应方面的研究有所贡献。
40
Liu, Lu. "Les stéréotypes en mouvement dans la communication interculturelle : le cas de l'évolution des stéréotypes chez les étudiants chinois". Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAG028/document.
Texto completoResumen
L’objectif de cette recherche en communication interculturelle est de savoir comment les stéréotypes évoluent chez les étudiants chinois à l'égard des Français avant et pendant leur séjour en France . Quels processus de la communication interculturelle contribuent à l'évolution des contenus des stéréotypes portés par les étudiants chinois sur les Français et quels effets exercent la communication interculturelle sur les étudiants chinois ? Pour répondre à ces questions, la recherche s’appuie sur une approche interculturelle et systémique sous l’épistémologie constructiviste. Après une analyse quantitative et qualitative, les évolutions des stéréotypes vis-à-vis des Français de la part des étudiants chinois sont discutées en étudiant trois aspects et facteurs distincts : spatial, temporel et communicationnel. Le facteur communicationnel est considéré comme étant le facteur le plus déterminant de l’évolution des stéréotypes. Ainsi, la communication interculturelle des étudiants chinois avec les Français est analysée dans le but de savoir quels sont les éléments qui en influencent la qualité et comment en appréhender la dynamique du processus. Selon cette recherche, l’évolution des stéréotypes peut entraîner chez les étudiants chinois une évolution globale de leurs propres représentations. Cette évolution des représentations est également la conséquence du changement du contexte socioculturel et du système de communication. La communication interculturelle entre les étudiants chinois et les Français peut favoriser une construction de la conscience de l’altérité et une reconstruction identitaire basées sur un esprit ouvert et critique. Mais a contrario, la communication avec absence de la conscience de l’altérité peut également nuire à la reconstruction de soi-même et en même temps, renforcer les stéréotypes vis-à-vis de l’Autre et vis-à-vis de SoiThe objective of this intercultural communication research is to know how stereotypes evolve among Chinese students towards the French before and during their stay in France. What processes of intercultural communication contribute to the evolution of the content of Chinese students' stereotypes about the French and what effects do intercultural communication have on Chinese students ? To answer these questions, the research relies on an intercultural and systemic approach under constructivist epistemology. After a quantitative and qualitative analysis, the evolution of stereotypes towards the French people on behalf of Chinese students are discussed under three aspects and factors: spatial, temporal and communicational. The communication factor is considered as the most determinant factor in the evolution of stereotypes. Thus, the intercultural communication of Chinese students with French is analyzed with the aim of knowing what are the elements that influence the quality of the communication and how to apprehend the dynamic of the process of the intercultural communication. According to this research, the evolution of stereotypes can lead among the Chinese students to an evolution of their own representations (to Chinese students' evolution of their own representations) in a general way. This evolution of representations is also the consequence of the change in the socio-cultural context and the communication system. The intercultural communication between Chinese students and the French can favor a construction of the consciousness of otherness and a reconstruction of identity based on an open and critical spirit. But on the other hand, this communication with the absence of the consciousness of otherness can also damage the reconstruction of oneself and, at the same time, strengthen the stereotypes towards the Others and towards him-self
41
Bai, Jieru. "DEVELOPMENT AND VALIDATION OF THE ACCULTURATIVE STRESS SCALE FOR CHINESE COLLEGE STUDENTS IN THE UNITED STATES (ASSCS)". 2012. http://hdl.handle.net/1805/3194.
Texto completoResumen
Indiana University-Purdue University Indianapolis (IUPUI)Chinese students are the biggest ethnic group of international students in the United States. Previous studies have identified many unique problems of Chinese students during their acculturation process and a higher level of acculturative stress than international students from other countries. A systematic review of instruments that assess acculturative stress revealed that none of the existing scales apply to Chinese students in the United States, either because of language issues or validity problems. Thus, this study aims to develop a reliable and valid scale to accurately measure the acculturative stress of Chinese students in the United States. A 72-item pool was generated by interviewing eight Chinese students and borrowing items from existing literature and scales. The item pool was sent online to 607 Chinese students and 267 of them completed the survey. Exploratory Factor Analysis was conducted to empirically derive the factor structure of the Acculturative Stress Scale for Chinese Students (ASSCS). The results produced a 32-item scale in five dimensions, which were Language Insufficiency, Social Isolation, Perceived Discrimination, Academic Pressure, and Guilt toward Family. The ASSCS demonstrated high reliability (Cronbach’s alpha = 0.939) and initial validity by predicting depression (Beta = 0.490, p<.001) and life satisfaction (Beta = -0.505, p<.001). It was the first Chinese scale of acculturative stress developed and validated among a Chinese student sample in the United States. Further studies need to be conducted to provide empirical support and confirm the validity for the scale. In the future, the scale can be used as diagnosing tool and self-assessment tool.
42
Ma, Lei. "Cross-cultural MOOCs: designing MOOCs for Chinese students". Thesis, 2018. https://hdl.handle.net/2144/30713.
Texto completoResumen
Advocates of Massive Open Online Courses (MOOCs), a cross-cultural phenomenon that has attracted public attention throughout the world, portray them as an equalizing force in international higher education; but researchers have noted discrepancies in how learners from different countries have engaged with them. The number of MOOC learners in China is growing rapidly, and Chinese learners are enthusiastic about the unprecedented freedom they now have in selecting courses and accessing resources from the best international universities. However, they have a significantly low completion rate and may experience unique challenges about which little is known. This study took into account the diversity of MOOC learners and proposed changes to its course design to make it more inclusive for Chinese students. I used a mixed method—including document analysis, surveys, and interviews—to investigate the Chinese experience of taking Western MOOCs and also to explore the educational theories and design principles of MOOCs that have been discussed in the Western and Chinese literature. My analysis of the literature revealed issues of contextualization that may play a critical role in improving the MOOC experience for Chinese students. Drawing on theoretical educational frameworks—including motivation, community of inquiry, self-regulated learning, and social identity—my analysis of surveys and interviews identified common themes in the Chinese experience of Western MOOCs. In accordance with the results of my analysis, and also in line with interaction equivalency and situational principles, this study provided suggestions for adapting MOOCs to Chinese learners, such as enhancing content quality, improving learner–learner and learner–instructor interactions, providing social support, and collaborating with local universities and agencies in providing technical and credentialing support.
43
Su, Wan. "Insights into Chinese youth culture : a comparison of personal values of Chinese and American college students". Thesis, 1992. http://hdl.handle.net/1957/37375.
Texto completoResumen
Schwartz and Bilsky (1987, 1990) constructed a universal
psychological structure for cross-cultural studies of motivational
dynamics. To test this structure, Simmons (1991)
adapted data from a twenty year broad-based value survey of
student cohorts at an American university. The availability
of reliable, long-term data on American students permitted a
comparison with responses of contemporary Chinese college
students to a standardized personal value questionnaire.
Ratings and priorities assigned by the Chinese and American
students differed significantly. Chinese students emphasized
Achievement, Maturity, and Prosocial motivational domains.
American students emphasized Self-Direction, Security, and
Enjoyment. Tradition, Power, and Stimulation were listed as
least important for both groups. The effects of traditional
Chinese religious and philosophical teachings on the stability
of community norms were noted, as was some evidence of
priority shifts in the values for Chinese youth, suggesting
changes in response to altered political and economic expectations
in China.Graduation date: 1992
44
Wang, Wei-hsuan. "Chinese international students' cross-cultural adjustment in the U.S. : the roles of acculturation strategies, self-construals, perceived cultural distance, and English self-confidence". 2009. http://hdl.handle.net/2152/6588.
Texto completoResumen
Among all the international students enrolled in the U.S. colleges or universities, Chinese international students, including those who come from Taiwan, mainland China, and Hong Kong, accounted for 16.7%, which is a fairly high percentage (Institute of International Education, 2004). They may encounter very unique acculturative stress because of different cultural norms and academic expectations between Chinese and American cultures. Ward and her colleagues (1990) claimed that cross-cultural adjustment can be best examined from two fundamental dimensions: psychological and sociocultural adjustment. These two dimensions are conceptually distinct but empirically related.
The purpose of the present study is to investigate the influences of acculturation strategies (Berry, 1980), self-views in relation to others (Markus & Kitayama, 1991; Kagitcibasi, 1996 & 2005), perceived cultural distance (Babiker et al., 1980), and English self-confidence (Clement & Baker, 2001) on different dimensions of Chinese international students’ cross-cultural adjustment. Research questions and hypotheses were focused on how each factor affects the cross-cultural adjustment, and how these factors interact with each other as they generate impacts on adjustment.
177 international students of Chinese heritage from Mainland China, Taiwan, and Hong Kong participated in the study. They were asked to fill out self-report questionnaires about their demographic information, acculturation strategies, self-construals, perceived cultural distance, English self-confidence, and psychological and sociocultural adjustment in the U.S. Results indicated that length of residence in the U.S., participation in the host society (one dimension of acculturation strategies), direct communication, autonomy (sub-dimensions of independent self-construal), and English self-confidence were positively correlated with psychological adjustment. On the other hand, length of residence, marital status, direct communication (a sub-dimension of independent self-construal), perceived cultural distance, and English self-confidence were positively associated with sociocultural adjustment. In addition, a few mediating effects were revealed: (a) Independent self-construal mediated the relation between participation in the U.S. society and sociocultural adjustment; (b) English self-confidence mediated the relation between participation in the host society and cross-cultural adjustment; (c) English self-confidence mediated the relation between independent self-construal and sociocultural adjustment. Limitations and implications for future research are discussed.text
45
"A cross-cultural examination of responses to sexual harassment among American and Chinese female college students". 1999. http://library.cuhk.edu.hk/record=b5889982.
Texto completoResumen
Tsui Hi Yi.Thesis (M.Phil.)--Chinese University of Hong Kong, 1999.
Includes bibliographical references (leaves 54-60).
Abstracts in English and Chinese.
Abstract (in English) --- p.2
Abstract (in Chinese) --- p.3
Acknowledgement --- p.4
Introduction --- p.6-21
Method --- p.21-33
Results --- p.34-40
Discussion --- p.41-52
Footnotes --- p.53
References --- p.54-60
Tables --- p.61 -80
Figures --- p.81-84
46
Chang, Julie (I-Chu). "Adult prospective memory and executive function performance: a cross-cultural comparison of Chinese and Canadian college students". Thesis, 2012. http://hdl.handle.net/1828/4352.
Texto completoResumen
Prospective memory (ProM) is the ability people use to realize earlier-formed intentions at a delayed time. It has been proposed to be heavily reliant executive functions, as it shares many of its characteristic attributes, including working memory as well as planning and organizational abilities. Cross-cultural literature on executive functions (EF) has previously established evidence of advanced executive functioning in East Asian children when compared to age- and educationally-matched Western counterparts. Given the close association between ProM and EF, it is surmised that East Asians may also display an advantage in this specific memory type, and that this trend would continue into early adulthood when cognitive abilities typically have matured. Therefore, the goal of the present study was to investigate whether or not Mainland Chinese adults would display the same advantage in ProM when compared to Canadian adults. Analyses indicated that the Canadians did show significant disadvantage in ProM performance despite similar executive-functioning performances. The ProM findings are discussed in terms of potential psychometric inequity but also include accounts of cultural distinctions in neural and visual processing. The contradictory results in EF and ProM are explained in relation to socio-cultural differences and limitations in the present study design.Graduate
47
TSAI, YUNG-TING y 蔡咏廷. "The Course Design of Cross-Cultural Orientation in Teaching Chinese as a Second Language— with Focus on Fengshen Bang Nuó Zhà Story". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/69yq75.
Texto completoResumen
碩士文藻外語大學
華語文教學研究所
102
Culture and language are two strands of language learning. Especially learning Chinese, a High context culture language, culture is indispensable, because it strongly depends on the context and culture rules to communicate. Many of traditional customs and cultures survive in our daily life, even though the modern Chinese society absorbs various foreign cultures. However, only few studies approach foreign language nowadays with a focus on cultural learning and Chinese classic literature in the Chinese teaching field. The modern language and culture was developed through thousands of years, so knowing the past will assist us greatly to acquire Chinese and its culture. Nuó zhà, a hero in the Fengshen Bang, vivid illustrated in the story, and his liberal spirit reflects the Chinese philosophy and beliefs of decreed fate. This study aim at Cross-culture learning, applying Chinese behavior culture and the 5Cs foreign language teaching goal, to create a teach model based on Nuó zhà story for advanced high Chinese learner. The purpose of this study is to design a course to provide cultural knowledge to carry out daily life, and to cross the cultural barrier. The researcher will analyze cultural themes in the Nuó zhà story and compile teaching material by adopting the theories from the text to create a course framework. Then the researcher will develop a syllabus and two units of coursework using the cultural performance pedagogy. Finally, the syllabus will be analyzed and organized according to the interviews of three teachers and three students to determine the approval rating of the course and its material.
48
Yao, Min. "Effects of cultural values and attribution of outcome feedback on reasoning in Canadian and Chinese college students". Thesis, 1995. http://hdl.handle.net/2429/6248.
Texto completoResumen
The primary purpose of the present study was to investigate the joint effects of
culture and attribution of outcome feedback on reasoning performance. This study
attempted to address four major research questions: (a) Do Canadian and Chinese
students have different cultural values and causal attribution patterns? (b) Do pre-experimental
individual differences in causal attribution patterns lead to differences in
Canadian and Chinese students' inductive reasoning performance? (c) Does attribution
of outcome feedback affect Canadian and Chinese students' inductive reasoning
performance? (d) Do Canadian and Chinese students conduct deductive reasoning
differently as a function of outcome feedback and reasoning task contents?
A total of 120 college students (60 Canadian and 60 Chinese) performed three
phases of computerized experimental tasks. The research design involved 2 types of
culture groups (Canadian and Chinese) under 3 conditions of outcome feedback (success,
failure, and control) as two independent variables. The dependent variables observed
were the number of instances used or correct responses made and response time, when
possible.
In terms of culture differences, Canadian students appear to be distinct and
articulate about the matters of socio-cultural values, while Chinese students are relatively
less distinct and articulate. When making attribution for other people's success, both
Canadian and Chinese students held internal factors (i. e., good effort and high ability) as
responsible. When accounting for other people's failure, Canadian students picked
controllable factors (i.e., lack of effort), while Chinese students picked both controllable
and uncontrollable factors (i.e., largely lack of effort and occasionally difficult task) as
the reasons. However, following the success outcome feedback about their own
reasoning performance, Canadian students emphasized mostly high ability and,
occasionally, effort as the reasons, while Chinese students picked mostly good luck and,
occasionally, high ability. Given the failure outcome feedback about their own task
performance, Canadian students attributed to lack of effort and bad luck as causes, while
Chinese students exclusively picked lack of effort as the explanation.
Chinese subjects' inductive and deductive reasoning performances remained
relatively unswayed by success or failure outcome feedback, whereas Canadian subjects'
reasoning performance remained good only when success feedback was received. When
failure feedback was provided, Canadian subjects' reasoning performances deteriorated
and remained poor throughout the experiment.
While Chinese students' reasoning performance is not predictable from their low-ability
attribution of other people's failure outcome, Canadian students' reasoning
performance is highly predictable; that is, the more they attributed others' failure to low
ability, the faster they completed the culture-fair inductive reasoning task. On the other
hand, when making attribution based on their own experience, given success feedback,
Canadian students attributed their performance to their high ability. Given failure
feedback, Canadian students attributed their performance to their lack of effort, with
improved performance commensurable to their verbal causal attribution.
The present findings indicate that Canadian and Chinese college students showed
differences in causal attribution patterns, depending on when they explain others'
success/failure experiences or their own, and further that upon receipt of failure outcome
feedback, Canadian students' reasoning performance deteriorated, while Chinese
students' performance remained insensitive to success or failure outcome feedback.
Further fine-grained analyses of such causal attribution patterns interacting with outcome
feedbacks and cognitive performance needs some more careful studies.
49
Wang, Ning. "Teacher motivation : a narrative inquiry into two EFL/ESL teachers' cross-cultural teaching experiences /". 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370184&T=F.
Texto completo
50
Zheng, Jin. "Intercultural communication barriers between Zulu and Chinese students at selected higher education institutions in Durban". Thesis, 2009. http://hdl.handle.net/10321/471.
Texto completoResumen
Submitted in partial fulfillment of the requirements for the
Master of Technology Degree: Public Relations Management, Department of Marketing, Retail and Public Relations, Faculty of Management Sciences, Durban University of Technology, 2009.This study presents the research of an investigation into the intercultural communication barriers between Zulu and Chinese students at selected Higher Education Institutions in Durban. To achieve this aim, two sets of questionnaires were administered separately to Zulu and Chinese students at two HEIs in Durban and an observation report was compiled. This study reviewed theories and literature relevant to defining and understanding the barriers to intercultural communication. The insights gained from this literature review were used to interpret the results which were obtained through a quantitative and qualitative research methodology. The findings revealed that intercultural communication barriers do exist between Zulu and Chinese students. Findings also found that language problems amongst Zulu and Chinese students are viewed as common barriers, especially where the communicators speak different languages. Comments from respondents revealed that a communicators‟ accent, different grammar structure and the words they use are confusing during their intercultural communication experience. Cultural differences and language problems were found to be the main intercultural communication barriers. In addition, the problems of nonverbal communication, racism, ethnocentrism, cultural stereotyping were also viewed as obstacles of the intercultural communication process.