International Undergraduate Students in Chinese Higher Education: An Engagement Typology and Associated Factors

Mei Tian; Genshu Lu; Lijie Li; Hongbiao Yin

doi:10.3389/fpsyg.2021.680392

International Undergraduate Students in Chinese Higher Education: An Engagement Typology and Associated Factors

Front Psychol. 2021 Jun 23:12:680392. doi: 10.3389/fpsyg.2021.680392. eCollection 2021.

Authors

Mei Tian¹, Genshu Lu², Lijie Li³, Hongbiao Yin⁴

Affiliations

¹ School of Foreign Studies, Xi'an Jiaotong University, Xi'an, China.
² School of Humanities and Social Science & West China Higher Education Evaluation Center, Xi'an Jiaotong University, Xi'an, China.
³ School of Public Policy and Administration, Xi'an Jiaotong University, Xi'an, China.
⁴ Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China.

Abstract

This research adopted a typological approach to explore international students' academic engagement in China. Using data generated by a survey study involving 801 international undergraduate students at 34 full-time Chinese universities, this research developed an international student engagement typology, and examined important individual and learning environment factors associated with the engagement types presented in the typology. The international student engagement typology helps to understand and enhance international undergraduate students' learning experiences in Chinese HEIs. Although located in China, this research holds implications for practitioners in broader contexts striving for the sustainable development of international student education.

Keywords: China; individual differences; international students; learning environment; student engagement typology.