000K  utf8
1100  $c2025
1500  eng
2050  urn:nbn:de:hbz:708-dh15362
2051  10.18445/20251121-135618-0
3000  Preuß, Judith Sarah
4000  International students in Germany$dPsychological study success factors in STEM versus non-STEM subjects from an intersectional perspective$hFernUniversität in Hagen  [Preuß, Judith Sarah]
4030  Hagen$nFernUniversität in Hagen
4060  177 Seiten
4209  Background: International students require core interest, particularly in Germany as the fourth largest host country (12% of the student population). Numerous challenges faced by bachelor students studying abroad, as evidenced by high estimated dropout rates (41% of international bachelor students vs. 28% of domestics), were of particular concern. The dissertations’ objective was the study success of international STEM students, particularly focusing on psychological (belongingness, expectations and values), and sociodemographic predictors from an intersectional perspective. Methods: Beside contingencies at the study start, developmental effects of expectancies and values (SEVT) over the study course, were analyzed with latent growth curve models. Intra- and inter-individual dynamics of study success and its predictors were examined via random-intercept cross-lagged panel models and elucidated overall effects of socio-demographic factors beyond gender and their intersections, which may hinder the international STEM students’ study success. The dissertations’ data based on a panel study on international students in Germany (International Student Survey). The (longitudinal) analyses were constrained to bachelor students (N = 1,486) in the first five semesters. Results: Findings indicated disadvantages for first-generation students, for students outside of Western Europe, both partly qualified by gender, but no disadvantages for all females in STEM. Only a few differences between STEM and non-STEM students showed significance. Conclusion: The findings offer insights into international (STEM) students’ study success, its predictors, and developmental effects of expectancies and values. They provide indications for tailored interventions, particularly by the intersectional perspective, to support study success for the heterogeneous group of international students in Germany.
4950  https://doi.org/10.18445/20251121-135618-0$xR$3Volltext$534
4950  https://nbn-resolving.org/urn:nbn:de:hbz:708-dh15362$xR$3Volltext$534
4961  https://ub-deposit.fernuni-hagen.de/receive/mir_mods_00002251
5051  150