International students in higher education: the effect of student employment on academic performance and study progress

Thies, Theresa

doi:10.1007/s10734-022-00950-5

Cited by 3 publications

(3 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Low-SES students may need to finance transportation, school supplies, or living expenses. In particular, the literature states that part-time work could reduce progress in their studies (Thies, 2022) and the likelihood of degree completion (Almenberg et al, 2021) because students may underestimate the academic costs of working while studying (Long, 2021). Therefore, students may require assistance in effectively balancing their part-time work commitments with their academic load to fulfill the maintenance requirements of the BS.…”

Section: Discussionmentioning

confidence: 99%

“…With respect to loans, researchers have identified factors leading low-SES students to make suboptimal decisions, such as loan aversion (Lim et al, 2019) and the selection of institutions or programs that are less demanding or have shorter durations (Nguyen et al, 2019), prioritizing immediate benefits over long-term benefits. Moreover, part-time work (Thies, 2022), aversion to debt (Lim et al, 2019), liquidity constraints associated with remaining needs (Dente & Piraino, 2011), and enrollment intensity (Goldrick-Rab et al, 2016) have been found to be factors that could explain differences in dropout and on-time graduation rates between low-SES students and their high-income peers.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Implications of losing a need- and merit-based scholarship on the educational trajectory: a curricular analytics approach

Salazar-Fernandez,

Munoz-Gama,

Sepúlveda

2024

High Educ

View full text Add to dashboard Cite

Understanding how students with low socioeconomic status finance their tuition over time can help us comprehend the impact of students’ decisions on their subsequent curricular progress, graduation, or dropout. This work presents a curricular analytics approach using process mining techniques to study educational funding trajectories as processes. Specifically, the SCHOLARSHIP-LOAN-SELF-FUNDED model is designed to reveal educational funding trajectories and obtain aggregate information. Academic and tuition records of 2484 undergraduate students from a private Chilean university who started their programs with a government need- and merit-based tuition aid were analyzed. Students who lost their scholarships were more likely to drop out, whereas students who maintained this aid were more likely to graduate on time. Curricular progress per semester was slower after scholarships ended or after the students lost them and stayed. Financial aid was associated with students’ curricular progress and linked to their permanence and graduation time. Higher education institutions should consider the eligibility criteria and maintenance requirements of financial assistance when designing their curricula.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Implications of losing a need- and merit-based scholarship on the educational trajectory: a curricular analytics approach

Salazar-Fernandez,

Munoz-Gama,

Sepúlveda

2024

High Educ

View full text Add to dashboard Cite

show abstract

“…A qualitative study conducted in China indicated hopelessness, uncertainty, worry, lack of interest and focus, lack of support, financial difficulties, social pressure, sleep disorders, and increased smoking among international students [28]. Therefore, visa and financial issues, language skills, acculturation problems, poor social support systems, cultural and social adjustment, academic adaptation, homesickness, and lack of knowledge about the healthcare system are some examples of the challenges faced by international students in particular [17,[43][44][45][46].…”

Section: Plos Onementioning

confidence: 99%

International and domestic university students’ mental health over the course of the COVID-19 pandemic in Germany: Comparison between 2020, 2021, and 2022

Prado,

Baldofski,

Kohls

et al. 2024

PLoS ONE

View full text Add to dashboard Cite

Background The COVID-19 pandemic affected university students’ mental health worldwide. International students were presenting high levels of stress, anxiety, and depressive symptoms before the pandemic. This study aimed to investigate (i) differences between various timepoints of the COVID-19 pandemic (2020, 2021, and 2022) in mental health outcomes and social and emotional aspects in domestic and international students, separately, (ii) differences between international and domestic students between the three timepoints on mental health outcomes and social and emotional aspects, and (iii) possible moderation effects of timepoints on mental health outcomes and social and emotional aspects of domestic and international students. Material and methods Data from three cross-sectional anonymous online surveys conducted in German universities were analyzed and compared. Data were collected in 2020, 2021, and 2022, respectively, with a total N = 14,498. Depressive symptoms, hazardous alcohol use, social support, self-efficacy, resilience, perceived stress, and loneliness were assessed through standardized self-report instruments. Differences between domestic and international students in mental health outcomes, and social and emotional aspects across three timepoints were assessed with one-way and two-way ANCOVAs. Results Regardless of the timepoint, international students presented more depressive symptoms and perceived stress, lower perceived social support and resilience, but higher levels of self-efficacy and less alcohol consumption compared to domestic students. A significant interaction effect between timepoint and student status emerged only for loneliness. Conclusions International students generally presented poorer mental health outcomes than domestic students. Mental health care and prevention such as low-threshold, online counseling should address university students, especially international students.

show abstract

Which Factors Drive Major Change and University Dropout? An Analysis on International Degree-Seeking Students at German Universities

Thies,

Falk

2023

jis

View full text Add to dashboard Cite

Germany is a non-English speaking country with a large and growing number of incoming international degree-seeking students. However, their estimated dropout rates are high. This study aims to investigate whether specific challenges faced by international students (e.g., social and academic integration, language learning, financial situation, residence-permit related regulations) are associated with major change and university dropout. The discrete-time competing risk analyses of the first three semesters of an online panel survey of international students in Germany (International Student Survey; N = 3,660) show that satisfaction with the degree program’s content decreases the risk of major change and university dropout. Moreover, the nationality and the associated temporary or permanent residence permit are considered in the students’ educational decisions. Based on the results, we recommend improving the match between students’ interest and their fields of study. Measures to prevent international students from dropping out must thus begin before they start their studies.

show abstract

International students in higher education: the effect of student employment on academic performance and study progress

Cited by 3 publications

References 37 publications

Implications of losing a need- and merit-based scholarship on the educational trajectory: a curricular analytics approach

Implications of losing a need- and merit-based scholarship on the educational trajectory: a curricular analytics approach

International and domestic university students’ mental health over the course of the COVID-19 pandemic in Germany: Comparison between 2020, 2021, and 2022

Which Factors Drive Major Change and University Dropout? An Analysis on International Degree-Seeking Students at German Universities

Contact Info

Product

Resources

About