缅甸高中生的大学观与西方社会的国际准备

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Students Pub Date : 2023-03-30 DOI:10.32674/jis.v14i2.4768

Mark Speckien, Heng-Yu Ku

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引用次数: 0

摘要

本研究的目的是检验与缅甸一所美国预科学校相关的高中生对他们在西方社会上大学的准备情况的看法。在这项分两阶段的研究中，定量数据是使用100项5分的Likert量表收集的，该量表由49名参与者完成，重点关注大学和国际准备情况，定性数据是从参加焦点小组访谈的14名参与者中收集的。定量结果显示，大学入学准备度的平均值为3.42（SD=1.08，N=49），国际入学准备度平均值为3.73（SD=1.09，N=49）。定性研究结果显示，出现了四个主题：（a）对向独立过渡的复杂感受，（b）对适应新文化的担忧，（c）对大学水平的学术缺乏准备，以及（d）对交朋友漠不关心。这些结果表明，参与者总体上已经做好了向西方国家的中学后教育过渡的准备。

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Myanmar High School Students’ Perceptions of College and International Readiness in Western Society

The purpose of this study was to examine the perceptions of high school students associated with a United States-based preparatory school located in Myanmar regarding their readiness for college in Western society. In this two-stage study, quantitative data were collected using a 100-item 5-point Likert-scale survey focusing on college and international readiness completed by 49 participants, and qualitative data were gathered from 14 participants who participated in focus group interview sessions. Quantitative results yielded a mean of 3.42 (SD=1.08, N=49) for college readiness and a mean of 3.73 (SD=1.09, N=49) for international readiness. The qualitative findings showed the emergence of four themes: (a) mixed feelings on transitioning to independence, (b) concerns about adapting to a new culture, (c) lack of preparedness for college-level academics, and (d) unconcerned about making friends. These results indicated that the participants felt generally prepared to transition to a postsecondary setting in a Western country.

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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.