Some programmatic and personal factors that affect academic self-assessment of some international students in selected colleges in Georgia, 1987
Danso, Albert K. O.
1987-07-01
1980-1989
Purpose: The main purpose of this study was to investigate the effect of programmatic and personal factors on the academic self-assessment of some international students in four academic institutions of higher education in metropolitan-Atlanta area. Examples of the factors: residence, financial support, and marital status. Significance of the Study The significance of the study was that it would provide more information to foreign student advisors, educators, and researchers regarding the effect of the programmatic and personal factors on the academic self-assessment of the foreign students enrolled at the institutions of higher education in the United States. Methods and Procedures The descriptive survey method was used to explain the various variables to be used, and explain the selection of the four groups of subjects for this research. The dependent variable in this study was academic self- assessment, and the independent variables were accommodation, financial support, social support, orientation, age, marital status, sex, family, and duration of sojurn. Four statistical procedures were employed in this study: (a) Pearson � correlation coefficients, (b) analysis of variance (ANOVA), (c) stepwise multiple regression, and (d) correlation matrix--all institutions, all variables. Subjects Subjects consisted of 200 international students enrolled at Atlanta Junior College, Emory University, DeKalb College, and Kennesaw College during the academic year 1986-1987. There were 50 subjects from each institution. Instruments The writer formulated his own set of questionnaire based on the style used by Cora Du Bois (1956) . The purpose of that questionnaire was to emphasize certain variables that go to trigger the students' academic self�assessment. Conclusions The findings of this project brought to the surface the following conclusions: 1.All the variables, one way or the other, would affect the foreign student, but not all had any visible impact on the academic self-assessment. 2.There was a significant relationship between academic self-assessment and orientation. 3.There was a significant relationship between academic self-assessment and residence. The multiple regression showed that social support, residence, and previous travel were the most powerful variables that affect the academic self-assessment of the foreign student. Implications The following implications are worth taking notice of: 1.Each campus is different and operated by a different personnel. The variables will mean the same to all but how they are dealt with will be different per each institution. It is unfair to combine institutions to draw common conclusions. 2.The financial support may never be lacking in a particular institution. Check each institution's fiscal background. 3.The effect of the four variables orientation, previous travel, social support, and residence may not be
text
application/pdf
dissertation
Doctor of Education (EdD)
Atlanta University
Department of Administration and Policy Studies
Turner, Trevor
Clark Atlanta University
Georgia--Atlanta
http://hdl.handle.net/20.500.12322/cau.td:1987_danso_albert_ko
http://rightsstatements.org/vocab/InC-EDU/1.0/
