Self-Efficacy Reduces Impediments to Classroom Discussion for International Students: Fear, Embarrassment, Social Isolation, Judgment, and Discrimination

Autor/in	Maeda, Junko
Titel	Self-Efficacy Reduces Impediments to Classroom Discussion for International Students: Fear, Embarrassment, Social Isolation, Judgment, and Discrimination
Quelle	In: IAFOR Journal of Education, 5 (2017) 2, S.141-159 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2187-0594
Schlagwörter	Foreign Students; College Students; Barriers; Emotional Response; Group Discussion; Language Skills; Fear; Psychological Patterns; Social Isolation; Student Attitudes; Social Discrimination; Self Efficacy; Foreign Countries; Student Participation; Qualitative Research; Semi Structured Interviews; Brazil; Venezuela; Mexico; Haiti; Vietnam; South Korea; Sri Lanka; Japan; Nepal; Malaysia; Saudi Arabia; Afghanistan; Macedonia; Spain; Germany + Suchen Sie Ihr Suchwort? Collegestudent; Emotionales Verhalten; Gruppendiskussion; Language skill; Sprachkompetenz; Furcht; Soziale Isolation; Schülerverhalten; Soziale Benachteiligung; Soziale Schließung; Self-efficacy; Selbstwirksamkeit; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Qualitative Forschung; Brasilien; Mexiko; Korea; Republik; Ceylon; Saudi-Arabien; Spanien; Deutschland
Abstract	Approximately one million international students were enrolled at U.S. universities in the academic year 2015-2016, and the number has been steadily rising since. Although these students aim to increase intercultural communication skills, international knowledge, and critical thinking skills, some international students experience difficulty participating in class discussion. Several studies have revealed a range of obstacles to full participation in in-class discussions, including language, cultural differences, academic differences, and social isolation. Among these barriers, some studies have identified emotional factors that significantly affect learning. This study was an in-depth exploration of the adverse emotional factors that impede discussion participation. Using a qualitative approach, twenty-three international students at one university were interviewed, and their responses analyzed. Students reported that fear, embarrassment, social isolation, judgment and discrimination were barriers to participation. These findings are discussed in the context of a framework for reducing negative emotional states, employing self-efficacy theory. This framework was applied to the interview results and the author's observation of international students' behavior in dormitories and university offices. These findings suggest a possible intervention approach for educators to help international students express themselves in the classroom. (As Provided).
Anmerkungen	International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01