An Overview Of The Caribbean

Published Date: 02 Nov 2017

U D C _________ 编号_____________

本科毕业论文（设计）

题 ç›®: 加勒æ¯"和中国学ç"Ÿçš„自我效能感和成就目标在中国的æ¯"较ç "究。

A comparison study of Caribbean and Chinese students` self-efficacy and achievement goals in China.

院（系） 心理学院

ä¸"业 心理学

年级 2009

å­¦ç"Ÿå§"名 代丝瑞

学号 2009260168

指导教师 熊俊梅

二○一三年四月

Abstract

The present research aims to examine the relationship between Caribbean college students’ self-efficacy and their goal achievement during their study in China. Self-administered questionnaire was chosen as the primary data collection method with a sample size of 100 students overall. 50 respondents from the Caribbean and 50 respondents from China who attended various universities in China were invited to complete the survey. After analyzing the data collected, Pearson’s correlation coefficient reflected that there was a positive correlation between the two variables â€" self-efficacy and goal achievement. A comparison was made between Caribbean and Chinese students, and it was revealed that overall the self efficacy and goal achievement of Caribbean students were higher than that of the Chinese students; however the correlation between the two variables was highest amongst Chinese students. With these results in mind, it was concluded that Caribbean students are able to overcome their challenges in studying in China and achieve academic success.

Keywords: Caribbean, Chinese, self-efficacy, goal achievement

Table of Contents

List Of Figures & Tables

Definition Of Terms

Self efficacy: The set of beliefs that one can perform adequately in a particular situation.

Motivation: The process of starting, directing, and maintaining physical and psychological activities; includes mechanisms involved in preferences for one activity over another and the vigor and persistence of responses.

Achievement motivation: A need for success or the attainment of excellent.

Goals: The targets or objectives of a motivated and directed chain of behavior.

CHAPTER 1

INTRODUCTION AND BACKGROUND

1.1 Introduction

The academic performance, motivational/coping skills of Caribbean university students in China remains widely unknown as information regarding this is not easily available. Current observations are unavailable due to no prior research on this specific topic being found. However, with an increasing number of Caribbean students seeking tertiary education in China, questions regarding survival and adaptability, motivation, and success come into play. Simply put “how do they succeed in a foreign learning environment?"

Most, if not all, of the Caribbean university students attend school in China because they received scholarships from the Chinese government through their own local governments. Study periods average five years for Bachelor`s degree students and three for Master`s degree students. This is inclusive of a compulsory one year Chinese language study which unfortunately is inadequate in preparing students for their major study. This means that there is still an issue of a language barrier when one begins their major course of study which is further compounded by most Chinese professors’ inability to communicate with students in English which is the most common language among Caribbean students. Lack of experience in educating foreigners also causes many universities to fail to understand and therefore cater to the needs of said students.

Studying abroad challenges Caribbean university students on a personal level such as self-efficacy, motivation and goal achievement. This may be the first time away from home and all the familiar surroundings including family and friends contribute to some of the challenges students face. While this is not easy, most students agree that the triumphs outweigh the challenges, for example becoming more determined to succeed, taking control of their future and learning a new language in a country where it is spoken, considering the fact that the best way to become fluent in a language is to be immersed in it. Learning a foreign language creates opportunities and increases educational development including cultural and interpersonal communication skills.

It is arguable that being submerged in one`s country only gives us a limited view of the world so travelling outside enables students to better understand how their country fits in with the rest of the world. Caribbean students studying in China are exposed to Chinese traditions, whilst understanding the significance of keeping their own traditions and culture alive. Given these and other foreseeable advantages of studying abroad, parents who encourage their children to study abroad fuel the network of encouragement, as do returned study abroad students who pass on their memories to fellow students and international offices that promote study abroad.  

The rationale of this study is to discuss and analyze Caribbean university students studying in China and how their high or low self-efficacy affects their motivation and need to achieve goals with a cross cultural comparison to Chinese students. During their years of studying in China, these students are exposed to countless different experiences that influence their coping skills and achievement motivation which impacts the rest of their lives.

1.2 Background: An Overview of the Caribbean

The Caribbean is a region that consists of the Caribbean Sea, its islands and the surrounding coasts. The region is southeast of the Gulf of Mexico and the North American mainland, east of Central America, and north of South America (Wikipedia).

Situated largely on the Caribbean Plate, the region comprises more than 700 islands, islets, reefs, and cays. These islands generally form island arcs that delineate the eastern and northern edges of the Caribbean Sea (Asann, 2007). The Caribbean islands, consisting of the Greater Antilles on the north and the Lesser Antilles on the south and east (including the Leeward Antilles), are part of the somewhat larger West Indies grouping, which also includes the Lucayan Archipelago (comprising the Bahamas and Turks and Caicos Islands) north of the Greater Antilles and Caribbean Sea. In a wider sense, the mainland countries of Belize and Guyana â€" historically and culturally part of the British West Indies â€" may be included (Wikipedia).

Geopolitically, the Caribbean islands are usually regarded as a sub-region of North America (United Nations Statistics Division; National Geographic) and are organized into 30 territories including sovereign states, overseas departments, and dependencies (Wikipedia).

The word "Caribbean" has multiple uses. Its principal ones are geographical and political. The Caribbean can also be expanded to include territories with strong cultural and historical connections to slavery, European colonization and the plantation system (Wikipedia).

Caribbean Education System

Caribbean students grow up in a culture where students are taught from carefully prepared lesson plans which follow a set academic curriculum or syllabus. The countries of the Commonwealth Caribbean have all maintained, and/or adapted, many aspects of the British educational system, despite efforts to respond to the specific needs of the Caribbean culture and people. Generally, the education system is divided into four distinct areas: Early childhood (pre-primary), primary, secondary and tertiary education (Education Caribbean).

The majority of the countries maintain age 3 as the entrance age in formal pre-primary education, while a few others such as the Turks and Caicos Islands and Guyana maintain age 4. In the English-speaking Caribbean, early childhood education (for children aged 0-3 and 4-5), for the most part, has been an endeavor of private initiatives and is voluntary (Education Caribbean).

The main features of Early Childhood Education are: Type of school: Nursery School, Kindergarten. Length of program: 1 - 4 years. Entrance age: 2 â€" 5 (Education Caribbean).

Primary education begins at age 5 in the English-speaking Caribbean. In the Netherlands Antilles, it begins at age 6. Primary schooling ends at age 11 in most countries, with the exception of Anguilla, Antigua and Barbuda, Belize, Bermuda, and the Netherlands Antilles where it ends at age 12, and Montserrat and St. Lucia where it ends at age 12.5 and age 17 respectively(Education Caribbean).

In most countries, standardized tests are given at the end of the sixth grade of primary education for admission to enter secondary education. The emphasis is on academics, and language arts, mathematics, science, and social studies are the main areas tested (Education Caribbean).

Successful completion of secondary level education is important for employment in a modern economy and building the foundation for an expanded and diversified tertiary level sub-sector (Education Caribbean).

The main features of Secondary Education are: Type of school: Secondary School, High School, length of program: 4 â€" 7 years, Entrance age: 11 - 13, Certificate/diploma: Caribbean Examinations Council Secondary Education; Certificate (CXC-SEC); General Certificate of Education Ordinary Level. Secondary Education is often further divided into: Lower Secondary (usually Forms 1 â€" 3) Upper Secondary (usually Forms 4 â€" 5). In some territories, the first two years of tertiary level education are offered in the Sixth Form.  At these schools the terminal qualification is the General Certificate of Education Advanced (A) Level or the Caribbean Advanced Proficiency Examination (CAPE) certificate. Other secondary schools offer technical and vocational education.  The terminal qualification here is usually City & Guilds of London Institute, London Chamber of Commerce, Royal Society of Arts (Education Caribbean).

Higher education is offered at several types of institutions: Community College - General Certificate of Education, Advanced Level, Associate Degree, Bachelor's Degree, Poly(technical) College â€" Technical Certification, University â€" Diploma, Bachelor's Degree, Master's Degree, Doctorate teacher Training College â€" Diploma, Teachers’ Certificate (Education Caribbean).

The main features of Tertiary Education are: College, University, Institute. Length of program: 2 â€" 4 years. Entrance age: 16 â€" 18 (Education Caribbean).

Caribbean culture and its impact on Education

Here a dim view is taken on the impact of Caribbean culture on the education system as information highlighting the exact role culture has on education was not readily available.

Caribbean culture is an experience which has grown and taken shape because of the people whose voices have been heard throughout generations. It has affected lifestyles significantly in ways where similar habits and customs are observed and incorporated with all available resources. It is a tradition that is cultivated inside out. It is a term that explains the artistic, musical, literary, culinary, political and social elements that are representative of the Caribbean people all over the world. The Caribbean's culture has historically been influenced by European culture and traditions, especially British, Spanish and French. Over time, elements of the cultures of the Africans and other immigrant populations have become incorporated into mainstream Caribbean culture. It has also been strongly influenced by that of its linguistic, economic, and cultural neighbor, the United States.

The foundation of Caribbean culture is based on shared values, beliefs, knowledge, traditions, religion, challenges, and geographical location. Those attributes motivate the choices that Caribbean people make to improve their lifestyle which is clearly seen in areas of housing, trade, education and social life.

Caribbean culture has evolved considerably and longevity, health, strength and pride are legendary of said culture. This is why people take a keen interest in imparting knowledge as to how improvements can be made to maintain tradition. It urges Caribbean nationals to know their identity and nationality in order to have a sense of belonging and pride. It is a legacy of love for themselves and their countries. Considering this, communities, groups, organizations and associations have developed strategies as to how to improve and maintain Caribbean culture bearing in mind its resources (natural, manmade and human) and economy (politics, finance, industry, facilities, welfare). As a result surveys, discussions, reviews and experiments were carried out to obtain a broad outlook of the Caribbean as a whole. These surveys were based on the demands and needs of the communities. After having done this the key practical areas are analyzed and communicated to key persons stakeholders; for example attempts were made to communicate or integrate within the Caribbean to develop a practical education culture which will impact the livelihood of its people.

Throughout the primitive stages, oral communication, stone and slate writing were used as forms of communication. Handwriting was beneficial to the educated ones. Later, stencils, pads, type writing and computers were introduced. Only a few people were privileged to access these modern forms of communication and this imposed an excessive burden on the skilled writers and impeded the growth of countries. As knowledge increased through further studies and research within the integral system a more productive approach was used to stimulate learning which was introduce within classroom settings, groups, clubs, societies, church, streets and even homes. The use of items, labels, drawings, signs, paintings, was simultaneously used with handwriting practices and oral reading. Also art, drama, singing, dancing, skill work was introduced to help stimulate learning. Group work, mentoring, coaching and counseling was implemented to set standards for good moral behavior. This style allows and motivates quicker learning particularly for the less fortunate and the under-privileged to develop within the growing society. Presently, the use of modern technology, computers, iPad, iPod, and cell phones has remarkably improved higher education.

The education system encouraged the Caribbean region to collaborate among them to develop strategies for a more affluent economy. Natives are able to travel within the regions to study which influenced the study of the countries specifically in faculties of language, arts, sciences, skills, environment, manufacture, the importance of Caribbean heritage, the use and protection, maintenance and treatment of its lifespan and benefits. The privilege and benefits are better education which will affect further edification, improved health, strong regional bonds, expertise, manufacture and trade, social stability, self and given employment in various fields. Also it leads to nationals cultivating better nations where less poverty will prevail and less violence exists.

Culture is education in the sense that it teaches people who they are, what has shaped them, their existence and environment, their customs and habits; what are their privileges and opportunities and why they succeed and fail.

1.3 Problem Statement

It is not known for sure just how studying in China affects students self-efficacy and achievement goals. Other than a collective shared experience passed on via word of mouth, there is little which sheds light on the challenges faced by Caribbean students, the measures they take to overcome those challenges or their triumphs.

This paper seeks to bring knowledge of this area and provide a foundation for further research in terms of understanding of whether the learning environment met students` needs, if students` potentials were met, how students were able to communicate with their professors, whether their cultural/educational background facilitated or hindered their study, how their experiences in China assisted them, what or who motivated them, if they had adequate resources (educational or otherwise) to succeed and did they have a support system where they encouraged each other to cope with challenges faced in place.

Not having knowledge of this is problematic as it impedes the ability of the host country and universities to serve its Caribbean and wider international student body practicably. It also impairs the ability of new and prospective students to better inform and prepare themselves in terms of what to expect once in China.

1.4 Statement of Hypothesis

This study hypothesizes that, the belief that they can adequately perform in a foreign learning environment is the driving force behind Caribbean university students in China`s need for success in overcoming obstacles and achieving their goal. Studying in a foreign country where these students are not taught in their native language motivates them to work harder than usual in order to gain success against the odds and this study also hypothesizes that their self efficacy is just as high as their Chinese counterparts.

1.5 Theoretical Framework

Self-efficacy is the measure of one's own ability to complete tasks and reach goals (Ormrod, 2006). Psychologists have studied self-efficacy from several perspectives, noting various paths in the development of self-efficacy; the dynamics of self-efficacy, and lack thereof, in different settings; interactions between self-efficacy and self-concept; and habits of attribution that contribute to, or detract from, self-efficacy.

Self-efficacy affects every area of human behavior. By determining the beliefs a person holds regarding his or her power to affect situations, it strongly influences both the power a person actually has to face challenges competently and the choices a person is most likely to make. These effects are particularly apparent, and compelling, with regard to behavior affecting health (Luszczynska & Schwarzer, 2005).

Psychologist Albert Bandura has defined self-efficacy as one's belief in one's ability to succeed in specific situations. One's sense of self-efficacy can play a major role in how one approaches goals, tasks, and challenges (Luszczynska & Schwarzer, 2005). The theory of self-efficacy according to Bandura lies at the center of social cognitive theory, which emphasizes the role of observational learning and social experience in the development of personality. The main concept in social cognitive theory is that an individual’s actions and reactions, including social behavior and cognitive processes, in almost every situation are influenced by the actions that individual has observed in others.

Because self-efficacy is developed from external experiences and self-perception and is influential in determining the outcome of many events, it is an important aspect of social cognitive theory. Self-efficacy represents the personal perception of external social factors (Bandura, A. 1977; Bandura, 1988; Miller & Dollard, 1941; Mischel & Shoda, 1995). According to Bandura's theory, people with high self-efficacy are more likely to view difficult tasks as something to be mastered rather than something to be avoided.

People generally avoid tasks where self-efficacy is low, but undertake tasks where self-efficacy is high. Self-efficacy significantly beyond actual ability leads to overestimation of the ability to complete tasks. On the other hand, self-efficacy significantly lower than ability discourages growth and skill development. Research shows that the optimum level of self-efficacy is slightly above ability; in this situation, people are most encouraged to tackle challenging tasks and gain experience (Csikszentmihalyi, 1997).

High self-efficacy affects motivation both positively and negatively. In general, people with high self-efficacy are more likely to make efforts to complete a task, and to persist longer in those efforts, than those with low self-efficacy (Schunck D. H., 1991). The stronger the self-efficacy or mastery expectations, the more active the efforts, (Bandura, 1977) as Bandura notes. However, those with low self-efficacy sometimes experience incentive to learn more about an unfamiliar subject, where someone with a high self-efficacy may not prepare as well for a task.

Self-efficacy can affect human thought patterns and responses in many ways. Low self-efficacy can lead people to believe tasks to be harder than they actually are. This often results in poor task planning, as well as increased stress. People can become erratic and unpredictable when engaging in such tasks. On the other hand, people with high self-efficacy tend to take a broader view of a task in order to determine the best plan. Obstacles often stimulate them to greater efforts, where someone with low self-efficacy will tend toward discouragement and giving up.

A person with high self-efficacy will attribute failure to external factors, where a person with low self-efficacy will blame low ability. For example, someone with high self-efficacy in regards to mathematics may attribute a poor test grade to a harder-than-usual test, illness, lack of effort, or insufficient preparation. A person with a low self-efficacy will attribute the result to poor mathematical ability.

Research on Australian science students showed that those with high self-efficacy showed better academic performance than those with low self-efficacy. Confident individuals typically took control over their own learning experiences, were more likely to participate in class, and preferred hands-on learning experiences. Those with low self-efficacy typically shied away from academic interactions (Vialle).

Besides experience Bandura identifies three other factors affecting self-efficacy:

1. Vicarious Experience- observations of others` performance.

2. Persuasion- being convinced by others or convincing oneself that one can do something

3. Physiological factors like anxiety or excitement which suggest low or high expectations respectively (Gerrig & Zimbardo, 2009).

In certain circumstances, lower self-efficacy can be helpful. One study examined foreign language students' beliefs about learning, goal attainment, and motivation to continue with language study. It was concluded that over-efficaciousness negatively affected student motivation, so that students who believed they were "good at languages" had less motivation to study (Jernigan).

While self-efficacy is sometimes measured as a whole, as with the General Self-Efficacy Scale which was used in this study, it is also measured in particular functional situations (Schwarzer & Jerusalem, 1995).

Academic self-efficacy refers to the belief that one can successfully engage in and complete course-specific academic tasks, such as accomplishing course aims, satisfactorily completing assignments, achieving a passing grade, and meeting the requirements to continue to pursue one's major course of study (Jimenez, 2006).

1.6 Research Questions

The main objective of the present study is to determine whether Caribbean students can adequately perform in a foreign learning environment and to measure their self efficacy and achievement goals in comparison to Chinese students. The self efficacy research question to be addressed in this paper is: Does the self efficacy of Caribbean students impact their study and affect their goal achievement and how is it comparable to Chinese students?

1.7 Purpose of Study

The rationale of this study is to discuss and analyze the challenges Caribbean students face studying in China and their ability to overcome them. It will seek to investigate and highlight the impact of the self efficacy of Caribbean students studying in China on their ability to motivate themselves and reach goal achievement. It is also a comparison between Caribbean and Chinese university students in order to show whether the students from the differing nationalities belief in their abilities allows them to achieve their goals.

1.8 Significance of Study

This study`s significance is to contribute to the advancement of knowledge and the debate on studying abroad with emphasis on Caribbean students. It will serve as reference and contribute to further research on Caribbean students studying in China. In addition the study will contribute to an understanding of the cultural effects and impacts of self-efficacy on the goal achievement of Caribbean students studying abroad.

CHAPTER 2

LITERATURE REVIEW

The relationship between self-efficacy and academic achievement has been a topic of interest in social sciences, particularly in the field of educational psychology for some time However, no researches were conducted on studying the relationship as it pertains to Caribbean students. Therefore, it is hoped that the present research can provide further insights on the phenomenon.

2.1 Relationship between self-efficacy and academic achievement

As previously mentioned, the relationship between self-efficacy and academic achievement has been a topic of interest in social sciences researches. Based on past literature, there was a general agreement that self-efficacy was strongly related to one’s academic achievement. For example, in Turner, Chandler and Heffer’s study (2009), they assessed the influence of parenting styles, achievement motivation and self-efficacy on college students’ academic achievement (p. 338).

The results indicated that self-efficacy was a significant predictor of one’s academic achievement. Also, in Lent, Larkin and Brown’s research (1986), they also supported that academic self-efficacy was a reliable predictor of one’s educational performance (p. 265).

Although the vast majority of the existing literature supported the notion that there was a significant relationship between self-efficacy and academic achievement, there are also few research which does not support such an argument. In a study conducted by Strelnieks (2005), she found that whether self-efficacy could influence one’s academic achievement depended on some external factors, like gender and socio-economic status (p. 13). After analyzing the data collected, the researchers found that self-efficacy could only successfully predict females’ academic achievement while it failed to accurately foresee males’ educational performance.

Apart from this finding, it was also shown that self-efficacy could only predict the academic achievement of students with higher socio-economic status. As reflected in the above research findings, it could be seen that there were inconsistencies in contemporary understanding on the relationship between self-efficacy and academic achievement. Even though most of the existing studies supported there was a strong correlation between the two variables, there were still researches arguing the opposite. Therefore, further investigation is required to demonstrate a clearer understanding between the two constructs (Li, 2012).

Limitations of previous studies

After reviewing the literature, it was found that limitations can be summarized from these past studies. First of all, most of the studies are restrained to foreign countries, particularly America. Owing to dissimilarities in social norms and cultural values, the findings obtained from these studies may not be really applicable and useful (Li, 2012) to explain the case of the Caribbean. Apart from this, many of the researches restrained “academic achievement” to mathematics only (Li, 2012).

2.2 Conceptual and theoretical Framework

It is important to illustrate the relationship between self-efficacy and goal achievement in order to show how the variables are related. This relationship is reflected in the conceptual framework shown below.

Figure Conceptual framework for present study (Staples et al, 1998)

Self-efficacy theory

In order to explain the relationship between self-efficacy and achievement, the self-efficacy theory can be used. According to Bandura, self-efficacy is defined as “an individual’s belief or conviction that they can successfully achieve at a designated level on an academic task or attain a specific academic goal” (Feltz et al, 2007). Bandura stated that self-efficacy played a role in determining how individuals felt, thought and motivated themselves, which then ultimately affected the behavior and the outcome.

On the basis of this theory, the present research assumes that when one’s self-efficacy towards studying is high, he/she tends to put greater effort into studying the subject, which eventually results in a good grade. To put it in details, it means that when a student possesses a high self-efficacy towards their major, it means that he/she has confidence in mastering the subject. With such a positive self-efficacy, this will simultaneously affect the student’s behavior. Since the student thinks he/she is capable of doing well, this will lead to a series of favorable behaviors. For example, the student attends all the lectures and works hard towards earning their degree.

On the contrary, when one’s self-efficacy towards their major is low, he/she is less likely put great effort into the subject, which eventually results in a low grade. To put it in details, it means that when a student possesses a low self-efficacy towards their field of study, it means that he/she does not have confidence in mastering the subject. With such a negative self-efficacy, this will at the same time affect the student’s behavior. Since the student thinks he/she is incapable of doing well at school, this will lead to a series of unfavorable behaviors. For example, the student refuses to attend lectures and work hard on their courses. (Li, 2012)

Motivational theory

First and foremost, the motivational theory can be used to explain the relationship between self-efficacy and goal achievement. Generally, motivation is conceptualized as either intrinsic or extrinsic. Classically, these categories are regarded as distinct (Alexander et al, 2000). Today, these concepts are less likely to be used as distinct categories, but instead as two ideal types that define a continuum (Vallerand, 1993):

Intrinsic motivation occurs when people are internally motivated to do something because it either brings them pleasure, they think it is important, or they feel that what they are learning is significant. It has been shown that intrinsic motivation for education drops from grades 3-9 though the exact cause cannot be ascertained (Harter, 1982). Also, in younger students it has been shown that contextualizing material that would otherwise be presented in an abstract manner increases the intrinsic motivation of these students (Cordova & Lepper, 1995).

Extrinsic motivation comes into play when a student is compelled to do something or act a certain way because of factors external to him or her (like money or good grades).

Therefore, the theory can be applied in the present study: when students possess a positive attitude towards their study (e.g. the subject is meaningful and relevant to their academic studies and future career), they are more likely to put more effort into studying the subject. On the contrary, when students possess a negative attitude towards their study, they are less likely to exert extra effort into studying the subject (Li, 2012).

CHAPTER 3

METHODOLOGY AND PROCEDURE

3.1 Research Design

In the present research, quantitative research method was adopted. Concerning the primary data collection method, self-completed questionnaire was chosen because it was comparatively timesaving and had the benefit of collecting responses from a large group of subjects with a relatively low cost (Dehlberg & McCaig 2010; Li, 2012)

3.2 Sample Size and Target Population

In the present research, the targeted sample was Caribbean students who are currently studying at various universities in China. However, Chinese university students were also targeted in order to conduct a comparison of self-efficacy and goal achievement between the two nationalities.

Concerning the number of samples selected for participating in the present research, a sample size of 100 students was targeted, 50 from each nationality.

Regarding the sampling method, convenience sampling and snowball sampling were adopted in the process of selecting samples from the target population. Concerning convenience sampling, it was a sampling method in which samples were selected on the basis of easy availability (Li, 2012). Since the researcher was from Central China Normal University and is also a Caribbean national, she could easily approach students from both Caribbean and Chinese groups. After distributing the questionnaires to those students she personally contacted, she then asked the respondents to further recruit subjects from among their acquaintances to fill out the questionnaire, which is referred to as snowball sampling.

3.3 Variables in the analysis

Self-efficacy (Independent variable)

According to Bandura, self-efficacy was defined as “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (Bandura 1977 cited Feltz et al. 2007). In the present study, self-efficacy is further refined as “academic self-efficacy”. Academic self-efficacy refers to “an individual’s belief (conviction) that they can successfully achieve at a designated level on an academic task or attain a specific academic goal” (Institute for Applied Psychometrics, 2008; Li, 2012). For the purpose of this research, self-efficacy is further defined as respondents’ academic self-efficacy in their studies in China.

Academic achievement (Dependent variable)

Based on past literature, there were numerous definitions of academic achievement. Generally speaking, academic achievement was defined as “a student’s academic performance in school” (Chen, 2007). In the current research, academic achievement refers mostly to the respondents’ overall grade during their course of study in China.

CHAPTER 4

RESULTS

4.1 Data collection

Throughout the data collection procedure, respondents’ privacy was protected as their anonymity was assured. First and foremost, respondents were not required to provide sensitive and detailed personal information, like their full name (Li, 2012). Instead, respondents only needed to indicate their nationality, age, sex, major, duration of program and time in China.

4.2 Data processing and analysis

Level of measurement

The scales adopted were interval level of measurement and include the scales measuring achievement goals and self-efficacy.

Data analysis

In this study there were two variables included in hypothesis testing which were subjected to in-depth analysis. They were self-efficacy and goal achievement. Variables such as nationality, sex and age are mainly used to provide descriptive information about the respondents.

SPSS was used to analyze the relationship between the variables and three main analyses were carried out:

Descriptive statistics were used to show the demographic characteristics of the respondents.

Reliability test using Cronbach`s alpha were conducted to test the reliability of the scales used in this study.

Pearson`s correlation coefficient was used to reveal whether the two variables were significantly related to each other.

4.3 Findings

Descriptive statistics about respondents

There were 100 respondents in total who participated in this study. All the respondents were university students from various cities in China with 50 being Chinese and 50 being Caribbean students. Chinese respondents were included in this study in order to show a comparison of the self-efficacy and goal achievement characteristics between the two nationalities.

Table . Socio-demographic characteristics of the study sample of 100 respondents.

Socio- Demographic Characteristics

 

 

Percentage

Nationality (N=100)

Chinese

50

Caribbean

50

Gender (N=100)

Male

48

Female

 

 

 

 

 

52

Reliability test of the scales

There were three scales used in this study. The first two were borrowed from previous studies and tested the achievement and self- efficacy of both Chinese and Caribbean students. The third was created by the researcher and its sole purpose was to gain more detailed and background information about Caribbean students and their study in China. Reliability tests were conducted to test whether these scales were reliable enough.

After conducting the reliability tests it was found that the borrowed scales were quite reliable as the Cronbach`s Alpha ranged from .761 to .834. The third scale designed by the researcher was found to be not reliable at .396.

Table . Reliability of all scales

Scale

 

 

 

 

Number of items

Cronbach`s Alpha

Elliot`s Goal Achievement Questionnaire

18

0.761

General Self-efficacy questionnaire

10

0.834

Self-Efficacy(Caribbean Students)

 

33

0.396

Descriptive statistics of the scales

Independent Variable: Self-efficacy

As shown in table 3, the total mean score for all respondents is M=30.69, with item 5, “Thanks to my resourcefulness, I know how to manage unforeseen situations”, having the highest mean score of M=3.39. The total mean score of self-efficacy amongst Caribbean students is 31.50 and the total for Chinese students is 29.82 (table 4). There was no significant difference between the two.

Table . Mean scores and standard deviation for self-efficacy of all respondents.

Reliability

Number of items

Cronbach`s Alpha

Self-efficacy

10

0.834

Items

Mean

SD

1

I can always manage to solve difficult problems if I try hard enough.

2.96

0.79

2

If someone opposes me, I can find means and ways to get what I want.

2.78

0.78

3

It is easy for me to stick to my aims and accomplish my goals.

3.00

0.72

4

I am confident that I could deal efficiently with unexpected events.

3.01

0.62

5

Thanks to my resourcefulness, I know how to handle unforeseen situations.

3.39

0.61

6

I can solve most problems if I invest the necessary effort.

3.02

0.72

7

I can remain calm when facing difficulties because I can rely on my coping abilities.

3.07

0.65

8

When I am confronted with a problem, I can usually find several solutions.

3.07

0.70

9

If I am in trouble, I can usually think of something to do.

3.09

0.72

10

No matter what comes my way, I'm usually able to handle it.

3.3

0.78

Total

30.69

7.14

Dependent variable: Goal achievement.

As shown in table 4, the total mean score for all respondents is M=52.84, with item 14, “I hope to have gained a broader and deeper knowledge when I am done with my studies”, having the highest mean score of M=3.58. The total mean score for Caribbean students is M=52.92 and for Chinese students M=52.76 (Table 6). There was no significant difference between the two groups.

Table 4. Mean scores and Standard deviation for goal achievement of respondents.

Reliability

Number of items

Cronbach`s Alpha

Goal achievement

14

0.761

Items

Mean

SD

1

It is important to me to do better than the other students.

2.86

0.86

2

I often think to myself, "What if I do badly in this class?"

2.73

0.94

3

I want to learn as much as possible from my studies.

3.51

0.68

4

In class, I prefer course material that really challenges me so I can learn new things.

3.04

0.73

5

I worry about the possibility of getting a bad grade in this class.

2.94

0.88

6

My fear of performing poorly in class is often what motivates me.

2.58

0.95

7

My goal in class is to get a better grade than most of the students.

2.39

0.90

8

In class, I prefer course material that arouses my curiosity, even if it is difficult to learn.

3.29

0.72

9

I just want to avoid doing poorly in this class.

3.07

0.87

10

I'm afraid that if I ask my instructor a "dumb" question, he or she might not think I'm very smart.

2.20

1.03

11

I am motivated by the thought of outperforming my peers.

2.60

0.96

12

I desire to completely master the material presented in class.

3.00

0.76

13

It is important to me to do well comp ared to others in my class.

2.74

0.79

14

I hope to have gained a broader and deeper knowledge when I am done with my studies.

3.58

0.62

15

I want to do well in my studies to show my ability to my family, friends, advisors, or others.

3.23

0.81

16

My goal is to avoid performing poorly.

2.86

1.00

17

I am striving to demonstrate my ability relative to others in my major.

2.76

0.72

18

It is important for me to understand the content of my major as thoroughly as possible.

3.46

0.67

Total

52.84

14.99

Table 5 represents the third scale of this study which was given only to Caribbean nationals. This scale was used to gather more detailed information from Caribbean students regarding their study in China and whether they had difficulty with understanding and how they were able to achieve their goals here. The total mean score for all respondents is M=89.59, with item 20, “I would be more motivated in a home or English speaking setting”, having the highest mean score of M=3.38.

Table 5. Mean scores and standard deviation of Caribbean students for scale 3.

Reliability

Number of items

Cronbach`s Alpha

Self-efficacy

33

0.396

Items

Mean

SD

1

I have studied Chinese.

3.30

0.78

2

I am fluent in Chinese

2.26

0.92

3

I need a translator.

2.54

1.07

4

My level of Chinese is adequate for my major study.

1.84

1.05

5

My learning environment meets my needs.

2.28

1.05

6

My potential is being satisfied by my lecturers.

2.10

0.83

7

My experience in China has helped me in achieving my goals.

2.72

0.83

8

It is difficult to understand what is being taught in class because of the language barrier.

3.06

1.03

9

I am forced to teach myself because of the language barrier.

3.14

0.98

10

I have trouble communicating with classmates.

2.32

1.07

11

I have trouble communicating with professors.

2.52

1.05

12

I receive assistance from my lecturers.

2.92

0.87

13

I receive assistance from my classmates.

3.00

0.72

14

As a foreign student I am treated differently from my Chinese counterparts.

3.10

0.93

15

I receive motivation from my country mates or other Caribbean students.

2.93

0.92

16

I motivate my country mates or other Caribbean students.

2.96

0.83

17

I posses all the necessary resources that I need to perform successfully in class.

2.40

0.92

18

I have been performing to the best of my ability in my studies.

2.50

0.81

19

It is difficult to study in China.

3.08

1.02

20

I would be more motivated in a home or English speaking setting.

3.38

0.94

21

I set goals regarding my studies.

3.08

0.60

22

I achieve my goals.

2.88

0.62

23

I have difficulty being motivated.

2.48

1.01

24

I have difficulty in asking for help.

2.30

0.93

25

I have difficulty setting goals.

2.08

0.77

26

I have difficulty achieving goals.

2.24

0.71

27

Caribbean students work together to achieve goals.

2.32

0.93

28

Caribbean students motivate each other.

2.62

0.87

29

I can work alone.

3.32

0.81

30

I can work in a group setting.

3.26

0.66

31

I am highly motivated.

2.94

0.81

32

I believe that I can perform adequately as a student in China.

2.96

0.75

33

I have performed adequately as a student in China.

2.76

0.71

Total

89.59

28.98

Table 6 shows the differences in goal achievement and self-efficacy between the male and female students with the females having the highest mean score of M=53.51 for goal achievement and the males having a higher self-efficacy mean score of M=31.41. However, there was no great significant difference between the scores of the two genders.

Table 6. Mean scores and standard deviation scores of respondents for scales 1 and 2.

Scale

Gender

Number of subjects

Mean

SD

Sig

Elliot`s Achievement goal

Male

48

52.1

5.96

0.296

Female

52

53.51

7.36

0.292

General Self- Efficacy

Male

48

31.41

4.56

0.105

 

Female

52

29.96

4.34

0.106

Table 7 shows the results of the T-test which was conducted to show the differences in the self-efficacy and goal achievement of Caribbean and Chinese students. Caribbean students recorded the highest mean score of M = 52.92 whilst the Chinese students were found to have a slightly lower score of M = 52.76. It was also noted that Caribbean students had a higher general self-efficacy score of M = 31.50 as opposed to Chinese students who scored M = 29.82. It was also noted that there was no significant difference in the scores of the two groups.

Table 7. T-Test to show differences between Caribbean and Chinese students.

Scale

Nationality

Number of Samples

Mean

SD

Sig.

Elliot`s Achievement Goal

Chinese

50

52.76

6.68

0.906

Caribbean

50

52.92

6.84

0.906

General Self-Efficacy

Chinese

50

29.82

4.53

0.061

 

Caribbean

50

31.50

4.32

0.061

Correlation analysis

Pearson’s correlation coefficient was used for testing the hypothesis stated in the present study and this part mainly summarizes the correlation between the concerned variables. As can be seen in the tables below, the correlation between the variables for both Chinese and Caribbean students are clearly presented.

Relationship between academic self-efficacy and academic achievement

In table 8, Pearson’s correlation coefficient reflected that there was a positive relationship between the two variables: self-efficacy and goal achievement. It was found that where there was positive self-efficacy, students achieved goals. It was also found that the relationship between self-efficacy and goal achievement were highest among Chinese students with a score of .214. The comparison between the two nationalities was significant on both sides with a score of .905 for the Caribbean students and .136 for the Chinese students.

Table 8. Correlation between goal achievement and self-efficacy among Caribbean and Chinese students.

Scale

 

Goal Achievement

Self-efficacy

Nationality: Caribbean

Elliot`s Achievement goal

Pearson correlation

1

0.017

Significant on both sides

0.905

Number of subjects

50

50

General Self- Efficacy

Pearson correlation

0.17

1

Nationality: Chinese

Elliot`s Achievement goal

Pearson correlation

1

0.214

Significant on both sides

0.136

Number of subjects

50

50

General Self- Efficacy

Pearson correlation

0.214

1

Number of subjects

 

100

100

CHAPTER 5

DISCUSSION AND CONCLUSION

5.1 Discussion

Present findings are consistent with the stated hypothesis.

As stated in the hypothesis, it was assumed that there was a positive relationship between self-efficacy and goal achievement of Caribbean students in China. Pearson’s correlation coefficient demonstrated that there was a positive relationship between the two tested variables and that the stated hypothesis was supported.

Self-efficacy is correlated with goal achievement

The present study also demonstrates that self-efficacy and goal achievement are positively correlated, which is found to be consistent with most of the existing literature. For example, in a study conducted in the U.S., the researchers examined the effect of self-efficacy on first-year university students’ academic achievement (Chemers et al. 2001, p. 55). After analyzing the data collected, it was shown that the higher one’s self-efficacy, the better the academic performance he/she could achieve (Li, 2012).

Though self-efficacy and goal achievement were found to be positively correlated and the relationship between the two variables was stronger among Chinese students (table 8), it was the Caribbean students who displayed higher scores on the goal achievement and general self-efficacy scales than the Chinese students (table 7).

The third scale used in this research shows that even though all the Caribbean students had studied Chinese language and had been studying in China for periods ranging from six months to six years, many were not fluent in the language. This made it difficult to communicate with lecturers and classmates and of course left the students insufficiently prepared for having their major taught in Chinese. It also left these students in a learning environment which did not meet their needs or potential. Students experienced difficulty in understand what was being taught in class and had to engage in self- regulated learning. Though there was difficulty in communicating orally, many students did receive assistance from professors and their classmates.

Challenges in being motivated to study and achieving were goals are constantly faced by Caribbean students but it is clearly seen that Caribbean students to some extent, do motivate and encourage each other to perform to the best of their abilities.

Whilst many feel that they have performed adequately during their studies they do admit that it is quite difficult to do so and most students would be more motivated to achieve their academic goals if they were being taught in a home or English speaking setting.

5.2 Limitations and Recommendations

Indeed, there were several limitations to this study. First there is the unavailability of existing and theoretical research specifically on Caribbean students studying in China. Another limitation to this study involved the methodology in surveying the participants. Data collection was dependent on the participants who chose to complete and return the questionnaire. It was highly probable that those Caribbean students with the most positive experiences were most willing to participate, thus generating a somewhat skewed outlook on studying in China.

Three other limitations were observed in the present study, which include limited representativeness in terms of sample size, sampling method as well as social desirability bias, and absence of a pre-test study.

Limited sample size

First and foremost, there were only 100 respondents who participated in the present research, which could not be regarded as a large sample size. There was limited access to Caribbean students studying in China as many of them live outside of Wuhan or have returned home. Also, most of the Caribbean respondents came mostly from the two countries of Dominica and Antigua & Barbuda. All of the Chinese respondents came from the same university â€" Central China Normal University of Wuhan. Therefore, the opinions collected from them could not be generalized to a larger population, like all the university students in China or all university students from the Caribbean and the data collected was considered as limited in representativeness because of its’ homogeneity.

Sampling method

Owing to limited resources, the researcher adopted two non-probability sampling methods, which were known as convenience sampling and snowball sampling. Under non-probability sampling, not every sample had the equal chance of being selected. Therefore, the sampling method could also be regarded as another limitation, which reduced the representativeness of the present study.

Social desirability bias

In the present research, the data collection method was self-completed questionnaire and there was a methodological flaw for adopting this method. Since respondents filled out the questionnaire on their own, it was possible for them to give answers that are considered favorable as a means to impress the researcher.

Absence of a pre-test study

Since the present study only took place after the respondents had completed or already began their studies in China, a comparison could not be made of the self-efficacy and need to achieve goals before and after their study. If a pre-test was available, the researcher could observe whether there was a change in self-efficacy and goal achievement effort that students expended during the course of their study.

It is recommended that special consideration be given to Caribbean students and international students by extension during their time in China. Perhaps when students are being taught Chinese language, their syllabus can be adapted to include not just basic Chinese but vocabulary pertaining to their area of study. Also since many of the universities accept foreign students I recommend that lecturers be able to speak English so as to able to communicate with students and assist them with their learning. A final solution may be to have English taught programs not just at the Masters level but at the undergraduate level also. This would help boost the morale of students and encourage them to study more and successfully achieve their goals. It would also help the host country and universities to serve its Caribbean and wider international student body practical basis.

5.3 Conclusion

First and foremost, the present research proves that the two variables (self-efficacy and goal achievement) are positively correlated with one other which shows that the assumption that Caribbean students can overcome their challenges in China and achieve success in their studies was a correct one.

This paper brought knowledge of this area in terms of understanding of whether the learning environment met students` needs, if students` potentials were met, how students were able to communicate with their professors, how their experiences in China assisted them, what or who motivated them, if they had adequate resources to succeed and did they have a support system where they encouraged each other to cope with challenges faced in place.

From the data collected and analyzed it was learnt that the self-efficacy and goal achievement traits of Caribbean students were positive although they were not as high as that of their Chinese peers. It has been assumed that this is because the Chinese students are studying in their home country and in their native language which make it less difficult for them to study and achieve their academic goals.

This research has significantly laid a foundation from which future studies can be based upon. Research regarding Caribbean students and their studies in China has not been carried out previously and this research provides some insight into how these students cope and conquer their challenges. It also hints that new and prospective students should better inform and prepare themselves in terms of what to expect once in China.

Although Caribbean students do not have the comforts of home or family with them in China, it is admirable that they can motivate themselves and each other to persevere and achieve success against the odds.

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