The Language-Related Academic Self-Confidence of Noncitizen Students in US Higher Education

Autor/in	Goodnight, Melissa Rae
Titel	The Language-Related Academic Self-Confidence of Noncitizen Students in US Higher Education
Quelle	In: Journal of College Student Development, 58 (2017) 6, S.947-954 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Academic Ability; Self Esteem; Multivariate Analysis; Foreign Students; Immigrants; Undocumented Immigrants; Self Concept; Student Attitudes; Citizenship; Correlation; Educational Experience; Academic Achievement; Grade Point Average; English (Second Language); Student Surveys; College Freshmen; College Seniors; Regression (Statistics); Student Characteristics; California + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Multivariate Analyse; Immigrant; Immigrantin; Immigranten; Illegaler Aufenthalt; Selbstkonzept; Schülerverhalten; Staatsbürgerschaft; Korrelation; Bildungserfahrung; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerbefragung; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Regression; Regressionsanalyse; Kalifornien
Abstract	For this multivariate regression study I utilized data from the Cooperative Institutional Research Program (CIRP) surveys of freshman and senior undergraduates to examine the language-related academic self-confidence (LRASC) of noncitizen students in relationship to college environmental factors like academic disengagement and assertiveness. Despite the growing number of noncitizen students in US higher education--both international and undocumented students--little is known about the connection between citizenship status, college experience, academic achievement, and academic self-confidence. The study's major finding is that noncitizen status is largely a positive factor in students' appraisal of their own academic abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01