How Tinto's Theory Differs for Asian and Non-Asian International Students: A Quantitative Study

Autor/inn/en	Kommers, Suzan; Pham, Duy
Titel	How Tinto's Theory Differs for Asian and Non-Asian International Students: A Quantitative Study
Quelle	In: Journal of International Students, 6 (2016) 4, S.999-1014 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Foreign Students; Asians; Undergraduate Students; Academic Persistence; Differences; Regression (Statistics); Social Integration; Student School Relationship; Cultural Background; Educational Theories; Longitudinal Studies; Postsecondary Education; Beginning Postsecondary Students Longitudinal Study + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Unterscheiden; Regression; Regressionsanalyse; Soziale Integration; Schüler-Lehrer-Beziehung; Educational theory; Theory of education; Bildungstheorie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Post-secondary education; Tertiäre Bildung
Abstract	Literature suggests that international students from Asian countries might differ in the way they can be supported in their efforts towards completing their degree. Using the 2004/09 Beginning Postsecondary Students Longitudinal Study, the authors investigate how social and academic integration relate to the college persistence of Asian and non-Asian international undergraduate students at U.S. postsecondary institutions. Four logistic regression models revealed that Asian and non-Asian students differed in the way academic and social integration were related to persistence, depending on their year of undergraduate study. These findings signal the importance of year of study and cultural background in thinking about how to support student degree completion. (As Provided).
Anmerkungen	Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jistudents.submission@gmail.com; Web site: http://jistudents.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01