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The Mediating Role of Learning Engagement on Learning Gains of International Students in Chinese Higher Education Institutions—Based on a Multi-Cohort Analysis

Author

Listed:
  • Jiani Ma

    (Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Chengmengxue Sun

    (Shenzhen Bao’an Education Science Research Institute, Shenzhen 518101, China)

  • Yuan Wang

    (School of Educational Science, Center for Higher Education Development Studies, Xinjiang Normal University, Urumuqi 830054, China)

Abstract

Within the dynamic area of global higher education, international student education plays an important role as an educational resource for students from different countries around the world and ensures inclusive and equitable quality education to create a sustainable future for global citizens. As China’s position in the global international student education landscape continues to rise, international student education in China has entered a stage of improved quality and efficiency. The learning process and outcomes of international students in China have become a key perspective for exploring the quality of international student education in China. This study conducted a questionnaire survey with 1372 international students in China on their study experience in China and found that the learning engagement of international students in China partially mediates the relationship between college environment and study gains. A multi-cluster analysis found that the mediating model of the learning engagement of international students in China was constant across cohorts of students who were second-generation college students (or not), received scholarships (or not), and had different high school backgrounds. Some variability across international student groups of different academic levels and different places of origin occurred. Accordingly, the study makes reference to the three main actors, namely, universities, teachers, and international students, and proposes recommendations for improving the learning engagement and learning gains of international students in China.

Suggested Citation

  • Jiani Ma & Chengmengxue Sun & Yuan Wang, 2022. "The Mediating Role of Learning Engagement on Learning Gains of International Students in Chinese Higher Education Institutions—Based on a Multi-Cohort Analysis," Sustainability, MDPI, vol. 14(21), pages 1-17, October.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:21:p:14052-:d:956225
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    References listed on IDEAS

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    1. Fakhra Yasmin & Shengbing Li & Yan Zhang & Petra Poulova & Ahsan Akbar, 2021. "Unveiling the International Students’ Perspective of Service Quality in Chinese Higher Education Institutions," Sustainability, MDPI, vol. 13(11), pages 1-23, May.
    2. Wen, Wen & Hu, Die & Hao, Jie, 2018. "International students’ experiences in China: Does the planned reverse mobility work?," International Journal of Educational Development, Elsevier, vol. 61(C), pages 204-212.
    3. George D. Kuh & Shouping Hu, 2001. "Learning Productivity at Research Universities," The Journal of Higher Education, Taylor & Francis Journals, vol. 72(1), pages 1-28, January.
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