Sense of Coherence and Academic Achievement of Domestic and International Students: A Comparative Analysis

Autor/in	Grayson, J. Paul
Titel	Sense of Coherence and Academic Achievement of Domestic and International Students: A Comparative Analysis
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 56 (2008) 4, S.473-492 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-007-9106-0
Schlagwörter	Academic Achievement; Foreign Students; Comparative Analysis; Outcomes of Education; Background; Student Characteristics; College Freshmen; Foreign Countries; Psychological Characteristics; Canada + Suchen Sie Ihr Suchwort? Schulleistung; Lernleistung; Schulerfolg; Hintergrundinformation; Studienanfänger; Ausland; Kanada
Abstract	Traditional models of educational outcomes relate academic achievement to university experiences controlling for background characteristics, like former levels of achievement. In these models, most of the variance in the outcome under consideration is explained not by experiences inside the university but by background characteristics, such as prior levels of academic achievement. In many instances the contribution of institutional experiences to outcomes under consideration is small. To date, researchers have not included sense of coherence (SOC) among background characteristics. In the current study traditional models are modified to include SOC as a possible contributor to first year academic achievement among domestic and international students with English and other first languages at four Canadian universities. It is found that a model including SOC better fits data for commuter and residence students than a model in which SOC is omitted. Although the effect of SOC on first year academic achievement is small, it is larger than the effects of some institutional experiences. As a result, SOC should be included in attempts to explain first year academic achievement. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10