Can we have trust in host government? Self-esteem, work attitudes and prejudice of low-status expatriates living in China

Abbas, Asad; Sunguh, Kenneth Khavwandiza; Arrona‐Palacios, Arturo; Hosseini, Samira

doi:10.14254/2071-789x.2021/14-3/1

Cited by 6 publications

(3 citation statements)

References 60 publications

(63 reference statements)

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“…The CFA results showed that the questionnaire had acceptable psychometric properties (χ 2 /df = 4.245; p < 0.001; RMSEA = 0.049; GFI = 0.933; NFI = 0.979; CFI = 0.984; IFI = 0.984; TLI = 0.981). Results suggested that the model of teachers' TPACK abilities fit adequately based on the fit indices criteria [52]. The model fit statistics are presented in Table 2.…”

Section: Instrumentsmentioning

confidence: 93%

Differential Analysis of Teachers’ Technological Pedagogical Content Knowledge (TPACK) Abilities According to Teaching Stages and Educational Levels

Liu

2022

Sustainability

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The development of educational informatization imposes new requirements on the cultivation of teachers’ digital competence, which appeals to teachers who aim to optimize their teaching by integrating appropriate Information and Communication Technology (ICT). The requirement of digital competence corresponds to the meaning of Technological Pedagogical Content Knowledge (TPACK). Therefore, the development of teachers’ TPACK abilities can also positively influence the cultivation of their digital competence. The study was to examine the level of teachers’ TPACK abilities, and whether any difference in such abilities would be found according to the different teaching stages and teachers’ educational levels. An online questionnaire was distributed to the target teachers. Data of 1342 participants were analyzed. SPSS was used to conduct the descriptive statistics, and the non-parametric Kruskal–Wallis test with the post-hoc pairwise comparisons was used to determine teachers’ TPACK ability levels and explore the differences in teachers’ TPACK according to their different teaching stages and educational levels. The results indicated that teachers’ TPACK abilities were at a generally high level. Moreover, significant differences in teachers’ TPACK abilities were found in the teaching stages and educational levels. Teachers with different teaching stages have significant differences in Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK). However, no difference was found between Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK). In addition, the results suggested that the seven sub-dimensions of TPACK differed significantly according to teachers’ educational levels, where the higher the educational level, the better the teachers’ TPACK abilities. Therefore, teachers should effectively integrate technology and apply appropriate pedagogies according to the teaching content in different teaching stages. A planned and targeted series of ICT application training courses for teachers with lower educational levels would be helpful to improve their self-confidence in using technology to promote their teaching effectiveness.

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Section: Instrumentsmentioning

confidence: 93%

Differential Analysis of Teachers’ Technological Pedagogical Content Knowledge (TPACK) Abilities According to Teaching Stages and Educational Levels

Liu

2022

Sustainability

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“…In addition, first-order CFA was applied to test the degree of internal fitting of the scale. The results showed that the questionnaire fit well [51]. This scale is therefore suitable for testing critical thinking (GFI = 0.916; f2/df = 2.091; CFI = 0.974; NFI = 0.952; IFI = 0.975; RMSEA = 0.047).…”

Section: Instrumentmentioning

confidence: 82%

Innovation of Teaching Tools during Robot Programming Learning to Promote Middle School Students’ Critical Thinking

2022

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In the digital age, robotics education has gained much attention for cultivating learners’ design thinking, creative thinking, critical thinking, and cooperative abilities. In particular, critical thinking as one of the key competencies in Education for Sustainable Development (ESD) can stimulate imagination and creation. It is of great value to explore critical thinking cultivation in robot programming learning. Therefore, this study applied different teaching tools to take the content of “making a manipulator through programming and construction” in a robotics course as an experimental context to examine the promotion of learners’ critical thinking. Before the experiment, a pre-test was conducted to measure students’ critical thinking ability. Then, all students were divided randomly into two groups: one as an experimental group with the teaching tool of Construction–Criticism–Migration (CCM) instructional design, and the other as a control group with the traditional teaching tool of demonstrate–practice instructional design. After a 6-week experiment, the measurement of critical thinking was applied as a post-test. SPSS was used to conduct an independent sample t test and one-way ANOVA to explore whether students’ critical thinking ability had improved and whether differences were found between the experimental group and the control group after the 6-week experiment. The results showed that the experimental group students’ critical thinking ability significantly improved, whereas no significant difference was found before and after the experiment for the control group. A significant difference existed between the two groups. This study provides an example of a new instructional design teaching tool for the teaching of robot programming and can provide valuable suggestions for instructors in middle schools.

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“…They are nonconformist, self-reliant, self-directed, and proactive (Mayrhofer et al, 2008). At the same time, the professional value of SIEs has been acknowledged (Howe-Walsh & Schyns, 2010), and the challenges of integration have been investigated as a decisive criterion for the potential of SIEs' contribution to their organization (Abbas et al, 2021). When SIEs perceive discrimination or prejudicial behaviour among local employees, this has a negative impact on their work attitude, while they can bring their unique expertise and skills to their host organization when they establish positive interaction with co-workers.…”

Section: Studies and Articlesmentioning

confidence: 99%

Understanding the early career self-initiated expatriation

Primecz

Paget

2023

Veztud

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Az expatrióta irodalmon belül a nem vállalati kiküldötteknek (önerejéből külföldön elhelyezkedő; self-initated expatriates; SIE) bejáratott irodalma van a menedzsmentben, azonban a pályakezdő expatrióták sajátosságaival eddig még senki sem foglalkozott. Jelen összefoglaló cikk célja, hogy azonosítsa és elemezze azokat a publikációkat, amelyek kifejezetten erre a csoportra fókuszálnak, azaz, akik úgy döntenek, hogy külföldön kezdik meg a pályafutásukat, beleértve a munkatapasztalat nélküli vagy csekély szakmai tapasztalattal rendelkezőket. Külön hangsúlyt helyezünk a karriermotivációjuk, viselkedésük, és globális karrierhez való hozzájárulásuk megértésére. A cikk két tekintetben járul hozzá a szakirodalomhoz, egyrészt összefoglalja a témában az elmúlt évtizedekben készített kutatások lényeges következtetéseit, másrészt információval szolgál a pályakezdő önerejéből külföldön elhelyezkedő munkavállalók menedzseléséről. Ezen felül jövőbeli kutatási irányokat is kínál, rámutatva az észlelt hiányosságokra és elősegítve a levont következtetések gyakorlati alkalmazását.

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Can we have trust in host government? Self-esteem, work attitudes and prejudice of low-status expatriates living in China

Cited by 6 publications

References 60 publications

Differential Analysis of Teachers’ Technological Pedagogical Content Knowledge (TPACK) Abilities According to Teaching Stages and Educational Levels

Differential Analysis of Teachers’ Technological Pedagogical Content Knowledge (TPACK) Abilities According to Teaching Stages and Educational Levels

Innovation of Teaching Tools during Robot Programming Learning to Promote Middle School Students’ Critical Thinking

Understanding the early career self-initiated expatriation

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