The Exploration of Bilingual International Students’ Motivation and Academic Acculturation When Studying in the U.S.

• In Event: AERA Roundtable Session Wednesday 9:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Social Justice and International Minority Representation in Education (Table 1)

Abstract

This research examines the relationships among bilingual international students’ years of stay, language proficiency, motivation, academic acculturation, and academic performance. By collecting data from 133 bilingual international students in the United States, structural equation model (SEM) method is used to explore how motivational factors are predicted by acculturation and impact the academic outcomes of international students. The results indicate that language proficiency significantly predicts self-efficacy and acculturation to the new academic environment. Academic acculturation significantly predicts international students' motivation (e.g., self-efficacy, mastery approach goals, and performance approach goals). Self-efficacy significantly predicts academic performance. The research highlights the significant role of academic acculturation in shaping international students’ motivation and the importance of self-efficacy in students’ academic success.

Authors

• Yixin Zan, George Mason University

• Angela D. Miller, George Mason University