Lazarus Obed Livingstone Banda – författare
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883 kr
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Combining theory and case studies, this book explores the factors that influence the academic success of international students in China. It emphasizes the importance of cultural understanding and tailored support systems in improving academic outcomes.
The authors utilize the Social Cognitive Theory (SCT) to examine how students'' academic outcomes are shaped by personal, environmental, and behavioral factors, especially given the unique challenges in a rapidly globalizing educational environment. Using a mix of quantitative and qualitative methodologies, this book investigates various aspects of academic performance, including motivation, self-regulation, and cultural adaptation. A key focus is the application of Attribution Theory, which studies how students'' beliefs about the causes of their academic success or failure affect their motivation and behavior. The authors also discuss the impact of institutional factors, such as faculty support and the quality of educational resources, on student performance.
The title will appeal to scholars and students interested in student mobility, student performance, Chinese education, and international education in China. It also serves as a valuable read for educators and policymakers relevant to the context of China''s increasing prominence as a destination for international education.
883 kr
Läs direkt efter köp
Combining theory and case studies, this book explores the factors that influence the academic success of international students in China. It emphasizes the importance of cultural understanding and tailored support systems in improving academic outcomes.
The authors utilize the Social Cognitive Theory (SCT) to examine how students'' academic outcomes are shaped by personal, environmental, and behavioral factors, especially given the unique challenges in a rapidly globalizing educational environment. Using a mix of quantitative and qualitative methodologies, this book investigates various aspects of academic performance, including motivation, self-regulation, and cultural adaptation. A key focus is the application of Attribution Theory, which studies how students'' beliefs about the causes of their academic success or failure affect their motivation and behavior. The authors also discuss the impact of institutional factors, such as faculty support and the quality of educational resources, on student performance.
The title will appeal to scholars and students interested in student mobility, student performance, Chinese education, and international education in China. It also serves as a valuable read for educators and policymakers relevant to the context of China''s increasing prominence as a destination for international education.