Cultural Differences and Similarities in Seeking Social Support as a Response to Academic Failure: A Comparison of American and Chinese College Students The research reported in this study was funded in part by a General University Research Grant from the University of Delaware

Mentoring College Students: A Critical Review of the Literature Between 1990 and 2007

“…It is critical that researchers continue to add to our theoretical understanding by continuing to unpack the ways in which mentoring is personally experienced and constructed by students (Wallace et al 2000) including students with different perspectives and backgrounds such as African American, Hispanic, and international students (Bordes and Arredondo 2005;Freeman 1999;Lee 1999;Mortenson 2006;Strayhorn and Terrell 2007;Zalaquett and Lopez 2006). Moreover, mentoring theory should be expanded to include the underpinnings of critical race and feminist theories in an effort to better understand how women or minorities may perceive and experience mentoring differently than men (Humble et al 2006;Rayle et al 2006;Rose 2003).…”

International Students’ Experience of Western Pedagogy in a British University

“…Fazal (Pakistani) felt that MU staff were "more professional than humane": By applying Maslow's (1970) needs theory we can see how students are motivated to learn when they feel as though they belong and have their self-esteem needs met through a positive staff-student relationship (Snowman & Biehler, 2003). This, in turn, drives academic performance (Kohn, 2005;Mortenson, 2006). Clearly, for Fazal, the distance and formality in staff-student relationships he experienced at MU failed to meet his emotional needs.…”

“…Formal and informal interaction between academic staff and students has a fundamental role in academic performance (Mortenson, 2006), motivation (Hufton, Elliott, & Illushin, 2003), and identity formation (Scanlon et al, 2007). Students work harder when they know that academic staff recognise and respect their efforts and aspirations (Hufton et al, 2003).…”

The Assessment of the Factors that Affect in the Academical Level of Students’ Stress

“…Compared with their domestic counterparts, foreign students are at a higher risk of psychological problems due to stress (Huan, Yeo, Ang, & Chong, 2006;Lee & Bradley, 2005;Mortenson, 2006). International students often exhibit a high risk of psychological problems due to numerous necessary adjustments that they have to doin their social, academic and cultural, lives when they become part of a new society.…”