International Student Self-Appraisal and Institutional Expectations. Research Report #23-89.

Autor/inn/en	Molla, Bekele; Sedlacek, William E.
Institution	Maryland Univ., College Park. Counseling Center.
Titel	International Student Self-Appraisal and Institutional Expectations. Research Report #23-89.
Quelle	(1989), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Students; Higher Education; Self Concept; Self Evaluation (Individuals); Student Attitudes; Student Educational Objectives; Student Interests; Undergraduate Students + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbstkonzept; Schülerverhalten; Studieninteresse
Abstract	A questionnaire administered to 124 international students who matriculated at the University of Maryland, College Park (UMCP) in fall 1987 elicited responses on the students' secondary school activities, personal and educational goals, difficulties expected in achieving their academic and vocational goals, and their attitudes toward the University. More than two-thirds of the respondents were male, and the majority (58%) identified themselves as Asian. Most of the goals listed were related to academics. The average age was 25 years; almost all expected to receive graduate degrees and 60% expected to pursue doctoral degrees. Almost half of the respondents said they decided to attend UMCP because the University offered the kind of academic program they wanted. Students were certain about their own strengths and weaknesses; perceived themselves to be not easily discouraged; and reported that they needed assistance in learning how to budget their time efficiently, achieve satisfactory grades, and earn expenses for school. Students expressed interest in participating in intramural sport programs, academic clubs, and music and drama organizations. Includes 11 references. (JDD)
Anmerkungen	Counseling Center, University of Maryland, Shoemaker Bldg., College Park, MD 20742.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC