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HIGH SCHOOL STUDENTS FROM CHINA IN AMERICAN CLASSROOMS: MOTIVATION, TYPE T BEHAVIOR, MINDSET, FLOURISHING
Xu, Xuejing
Xu, Xuejing
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2024-05
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Educational Psychology
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http://dx.doi.org/10.34944/dspace/10196
Abstract
This study was designed to explore the study-abroad experience of Chinese students in American high schools, from the perspectives of self-determination motivation, mindset, Type-T personality, and their relationships with flourishing. The number of Chinese students enrolled in American high schools is growing rapidly in recent years. However, research focusing on this group is limited, and much is unknown about these students. This study used a mixed-method design, including both quantitative and qualitative data, to gain a comprehensive understanding of teenage international Chinese students. Participants of this study enrolled in twenty-eight private high schools in the U.S., from grade nine to grade twelve. In total, eighty students completed four online questionnaires, and twelve of them participated in the follow-up semi-structured interviews. Factor analysis and multiple regression analysis revealed that students with higher levels of flourishing are males, with higher levels of Type-T and who use personal value and enjoyment as the reason for coming to the U.S. Analysis of the interview data showed that students encounter various challenges during their acculturation process, including language difficulties, academic stress, and socialization stress. Whether and how students respond to and cope with these challenges can enhance or impair their well-being. The findings of this study are expected to expand the understanding of Chinese international high school students and bring inspiration to American high schools in order to provide better support to them.
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