International Students' Motivation to Pursue and Complete a Ph.D. in the U.S.

Autor/in	Zhou, Ji
Titel	International Students' Motivation to Pursue and Complete a Ph.D. in the U.S.
Quelle	In: Higher Education: The International Journal of Higher Education Research, 69 (2015) 5, S.719-733 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-014-9802-5
Schlagwörter	Foreign Students; College Students; Student Motivation; Doctoral Degrees; Academic Persistence; Research; Socialization; Academic Achievement; Theories; Expectation; Teaching (Occupation); Educational Benefits; Student Mobility; Emotional Experience; Social Integration; Withdrawal (Education) + Suchen Sie Ihr Suchwort? Collegestudent; Schulische Motivation; Doctoral degree; Doktorgrad; Forschung; Socialisation; Sozialisation; Schulleistung; Theory; Theorie; Expectancy; Erwartung; Teaching; Lehrberuf; Bildungsertrag; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Soziale Integration; Kursabbruch
Abstract	This study explores what motivates 19 international students to pursue a Ph.D. at a public research university in the U.S. and, more importantly, what motivates them to persist despite unsatisfying socialization. Based on value-expectancy achievement motivation theory, four motivations emerged: intrinsic interest in research, intrinsic interest in teaching, high utility of a U.S.-earned Ph.D., and high emotional and social cost of quitting. As students' educational experiences unfolded, the influence of these motivations changed over time. Findings and implications are discussed in connection with the achievement motivation theory and the literature on international student mobility. Implication for future research is also provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01