COVID-19背景下的“上大学”

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Students Pub Date : 2023-01-08 DOI:10.32674/jis.v13i4.4923

Narmada Paul, Jaeyun Han, E. Usher

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引用次数: 0

摘要

心态信念（关于人类属性可塑性的信念）在疫情期间影响了大学生的心理调整。这项研究调查了关于适应性（适应变化的能力）的心态信念在塑造美国国际和国内学生的心理健康和行为参与中的作用。比较了2020年秋季在美国公立学校入学的98名国际学生和98名国内学生的心理经历。平均差异测试表明，与国内学生相比，国际学生更强烈地认为，人们可以更适应不断变化的环境，心理健康状况也会更好。这两组人的行为投入没有差异。路径分析表明，心理健康在国际学生地位和行为参与之间起中介作用，而关于适应性的心态信念则没有。研究结果突出了国际学生的心理优势。

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“Doing College” Amidst COVID-19

Mindset beliefs (beliefs about malleability of human attributes) influenced the psychological adjustment of undergraduate students during the pandemic. This study investigated the role of mindset beliefs about to adaptability (the ability to adapt to change) in shaping mental health and behavioral engagement of international and domestic students in the U.S. The psychological experiences of 98 international students and 98 domestic counterparts enrolled at a public U.S. institution during Fall 2020 were compared. Tests of mean differences showed that international students reported a stronger view, relative to domestic students, that people could become more adaptable to changing circumstances and better mental health. The two groups did not differ in their behavioral engagement. Path analysis showed that mental health mediated the relationship between international student status and behavioral engagement, whereas mindset beliefs about adaptability did not. The findings highlight the psychological strengths of international students.

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来源期刊

Journal of International Students EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

25.00%

发文量

审稿时长

30 weeks

期刊介绍： The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines. We are especially interested in submissions which mark a new and demonstratively significant advancement in research on international students on topics such as: Cross-cultural studies of acculturation, intergroup relations, and intercultural communication Career preparation, employability, and career outcomes of short- and long-term mobility Development of international student social networks Emerging trends related to the mobility of international students and scholars English-mediated instruction (EMI) and second language acquisition (L2) Experiences of globally mobile LGBTQ+ students and other student populations Geopolitical perspectives and policies related to international students and other immigrants seeking education Global learning involving diverse people collaboratively analyzing and addressing complex problems that transcend borders International faculty, teaching assistants, and postdoctoral researchers Multicultural, intercultural, and cross-cultural engagement New educational contexts that involve the use of emerging technologies and online learning International student experiences in transnational higher education providers and programs.