Browsing by Subject "International students"
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Item The future in the lives of Turkish international sojourners studying in America : the role of future time perspectives and possible selves in explaining motivation to learn English(2013-08) Uslu Ok, Duygu; Schallert, Diane L.Previous research using future time perspective or possible selves frameworks provided evidence that learners with definite and elaborate goals, and future self-guides are more motivated in school tasks (Reeve, 2009; Yowell, 2000), exert more effort, demonstrate persistence, and show greater performance (De Volder & Lens, 1982; Lens et al., 2002; Simons et al., 2000), and learners with positive possible selves were better able to face failure, demonstrated better performance, had higher levels of self-esteem, showed more persistence on tasks, and depicted greater motivation (Cross & Markus, 1994; Oyserman et al., 2004; Unemori et al., 2004). The purpose of this study was to investigate the role of future orientation constructs, future time perspective and possible selves, on Turkish college level learners' motivation to learn English and their identity construction, and how future projections of themselves as L2 users (the ideal L2 self, the ought-to L2 self, and feared L2 self) impacted their motivation to learn English and their identities. A total of 299 Turkish graduate students studying in the United States participated in the study. Also, this study examined the extent to which adding a measure of the feared L2 self construct contributed to explaining motivation to learn English and identity construction. The data were collected via surveys and interviews, and they were analyzed quantitatively, using qualitative data for triangulation. Findings suggested that the L2 motivational self-system (Dornyei, 2005, 2009) contributed to explaining Turkish learners' motivation to learn English and their oriented identities. Also, adding a feared L2 self variable to measures of the L2 motivational self system could help explain learners' identity construction but not their language learning motivation. In addition, future time perspective connectedness and value were not useful in explaining the L2 motivation, but future connectedness was found to be related to the ideal L2 self and feared L2 self, and valuing the future goals was related to the ought-to L2 self. Qualitative data showed that learners presented combination of several identities, including national and oriented. They imagined themselves as professional and successful English users, and their L2 related worries included losing their native language and being seen as "assimilated" or as "showing off" individuals.Item Where you go and whom you ask? A study of source selection and usage in Chinese international students' health information behavior(2016-05) Xin, Yi, M.A.; Kahlor, LeeAnn; Pounders, KatePast literature has established that international students underutilized university health and counseling services despite of the perceived health needs and special health problems arise from the acculturation process. The gap between perceived needs and subsequent health information seeking actions has been found to be especially significant in the Chinese international student subgroup. This study looks into Chinese international students' source selection decisions and influencing factors in the process of health information seeking, and employs qualitative template analysis method built upon the theoretical framework of Comprehensive Model of Information Seeking (CMIS). Analysis reveals a set of user and source related factors and evaluative criteria used in decision-making including source quality, availability, understandability, cultural sensitivity and relevancy and utility. The least-effort principle is supported, while language and cultural dimensions are also found to mediate the cost-benefit analysis by affecting relevancy judgment, which altogether result in the prioritization of self-care methods and the underutilization of professional healthcare sources.