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Le nombre des étudiants internationaux au Québec connait une hausse ces dernières années, et leur présence apporte des avantages socioéconomiques pour le pays. Bien qu’il existe des programmes d’intégration des internationaux mise en place par les universités, les étudiants étrangers passent souvent par une période de transition difficile. Cette transition est généralement manifestée par des symptômes tels que l’anxiété et le stress. Ces étudiants devront faire face à plusieurs défis d’ordre académique et social afin de s’adapter au nouvel environnement. Cependant, cette période de transition n’est pas vécue par tous les étudiants de la même façon dont certains d’entre eux rapportent une expérience de changement positive. Cette étude qualitative descriptive a pour but de décrire et de comprendre l’expérience de transition des étudiants internationaux de cycle supérieur à la faculté des sciences infirmières de l’Université de Montréal. Des entrevues semidirigées individuelles ont été menées auprès de six étudiants internationaux inscrits dans un programme de cycle supérieur en sciences infirmières. L’analyse thématique des données a été conduite selon la méthode de Miles et Huberman (2014). L’analyse des résultats a synthétisé cinq thèmes centraux qui portent sur les facteurs contraignants et facilitants du processus de transition d’ordre social et académique : l’arrivée à Montréal, l’environnement universitaire, l’environnement social, les capacités personnelles de l’étudiant international et les recommandations d’amélioration pour une intégration réussie émises par les étudiants internationaux. Les résultats de la présente étude permettent de mieux comprendre l’expérience de transition des étudiants internationaux de cycle supérieur en sciences infirmières. / The number of international students in Quebec has been increasing in recent years, and their presence brings socio-economic benefits to the country. Although there are integration programs for international students set up by universities, international students often go through a difficult transition period. This transition is usually manifested by symptoms such as anxiety and stress. These students will face many academic and social challenges in order to adapt to the new environment. However, not all students experience this transition period in the same way, with some reporting a positive experience of change. The purpose of this descriptive qualitative study was to describe and understand the transition experience of international graduate students in the Faculty of Nursing at the University of Montréal. Individual semi-structured interviews were conducted with six international students enrolled in a graduate nursing program. Thematic analysis of the data was conducted using the method of Miles and Huberman (2014). The analysis of the results resulted in five central themes that address the constraining and facilitating factors of the social and academic transition process: arrival in Montreal, the academic environment, the social environment, the personal capabilities of the international student, and the recommendations for improvement for successful integration made by international students. The results of this study provide a better understanding of the transition experience of international graduate students in nursing.

University of Macau / Faculty of Arts and Humanities. / Department of English

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Esta produÃÃo acadÃmica analisa a migraÃÃo, presenÃa e permanÃncia de estudantes oriundos de distintos paÃses africanos para o Brasil, especificamente, na cidade de Fortaleza-CE, nos processos que designo de âDiÃspora Africana no Cearà no sÃculo XXIâ. Esta DiÃspora à fruto da migraÃÃo estudantil internacional de alunos de Ãfrica que, se deslocam ao Brasil para desenvolver formaÃÃo universitÃria em instituiÃÃes de ensino superior (IES) pÃblicas e privadas. Interessa-me compreender os processos de ressignificaÃÃes identitÃrias nas trajetÃrias e percursos desses estudantes nesta DiÃspora, focando o seu cotidiano, a partir da trÃplice dimensÃo: ser negro, africano e imigrante âtemporÃrioâ. Este estudo traz, como aspecto inovador o fato de investigar, nÃo apenas a realidade dos alunos africanos inseridos em universidades pÃblicas, auferindo bolsas de estudos, no Ãmbito de convÃnios, como o Programa Estudantes ConvÃnio â GraduaÃÃo (PEC-G), Programa Estudante ConvÃnio â PÃs-GraduaÃÃo (PEC-PG) e outros acordos, mas adentrar, tambÃm, na realidade vivenciada pelo amplo contingente de africanos matriculados em faculdades particulares, a dependerem da ajuda econÃmica de parentes e familiares residentes em Ãfrica e ao redor do mundo. Este grupo de estudantes, hoje majoritÃrio, apresenta inserÃÃes precÃrias no contexto de Fortaleza, enfrentando dificuldades econÃmico-financeiras, para garantir o pagamento de mensalidades nas instituiÃÃes universitÃrias privadas e manter a prÃpria sobrevivÃncia nesta metrÃpole. Assim, este segmento de estudantes africanos tem que se envolver em trabalhos informais e precarizados, considerados âirregularesâ pelas autoridades brasileiras, sujeitos a violaÃÃo de direitos trabalhistas, com longas jornadas e baixos salÃrios. Neste estudo sociolÃgico exploro distintas esferas da vida desses sujeitos nos percursos diaspÃricos, quais sejam: cotidiano; inserÃÃo no contexto universitÃrio; trabalho; interaÃÃes com organismos e instituiÃÃes pÃblicas e privados no acesso a mercadorias e serviÃos; associativismo em agremiaÃÃes estudantis; utilizaÃÃo das tecnologias de informaÃÃo e comunicaÃÃo (TICâs) e das redes sociais virtuais na internet; processos de saÃde e de adoecimento; conjuntura de violÃncia urbana e, mesmo, violÃncia que culminam com a morte de estudantes africanos; formas de lazer; processos de sociabilidade entre africanos e brasileiros; festas africanas e interaÃÃes afetivossexuais. O estudo revela como os estudantes oriundos de Ãfrica sÃo alvo de preconceito e discriminaÃÃo racial, por conta da cor da pele e da prÃpria origem africana. Neste processo analÃtico, trabalho como fio condutor, a ideia de que, nas trajetÃrias e percursos diaspÃricos, os estudantes africanos constituem mÃltiplos pertencimentos identitÃrios, forjados em Ãfrica e no cotidiano no Brasil que, ora tendem à afirmaÃÃo, ora tendem à negaÃÃo de africanidade e negritude. As identidades sÃo ressignificadas, particularmente, no contato com a alteridade racial e cultural no contexto cearense, em meio a mÃltiplas formas de inclusÃo e de discriminaÃÃo racial. As identidades ressignificadas expressam-se em comportamentos, atitudes, modos de vida, formas de ser e estar. Estes processos sÃo mediados por dimensÃes objetivas como, roupas, vestimentas e trajes, calÃados, cabelos tranÃados, bem como por dimensÃes simbÃlicas, como lÃnguas faladas no cotidiano, com destaque para o crioulo, culinÃria e modos de alimentaÃÃo, expressÃes religiosas, sexualidades e discursos. Nesta anÃlise compreensiva, utilizo como aportes teÃricos, os estudos PÃs-Coloniais, a partir das ideias de William Du Bois, Paul Gilroy, Stuart Hall, dentre outros. No plano metodolÃgico, utilizo, como recursos investigativos, a observaÃÃo sistemÃtica, entrevistas abertas, em profundidade, mescladas com conversas informais, tanto a nÃvel presencial, como no espaÃo virtual, sempre registradas no âcaderno de campoâ. / This academic production aims at evaluating the migration, presence and permanence of students in Brazil from different African countries, specifically in Fortaleza-CE, according to developments that I designate as the "African Diaspora in Cearà in the 21st Century." This Diaspora is the result of the international migration of African students who travel to Brazil to obtain a university education in public and private institutions (IES). I am engaged in understanding the processes of identity-related re-signification in the trajectories and paths of these students in this Diaspora, focusing on their daily life, from a triple dimension configuration: being black, being African and being a "temporary" immigrant. This study has as an innovative aspect the fact of investigating, not only the daily life of African students enrolled in public universities, receiving scholarships, within the scope of the agreements, such as the Programa Estudantes ConvÃnio â Under-graduation (PEC-G), and the Programa Estudante ConvÃnio âGraduation (PEC-PG) and other agreements, but also the experience of a large contingent of Africans enrolled in private colleges, depending on the financial assistance of relatives and relatives residing in Africa and other parts of the world. This group of students, the largest now, presents precarious insertions in the context of Fortaleza, facing economic and financial difficulties to guarantee the payment of tuition fees in private university institutions and to maintain their own survival in the metropolis. Thus, this segment of African students has to engage in informal and precarious jobs, considered "irregular" by Brazilian authorities, subject to violations of labor rights, with long hours and low wages. In this sociological study I explore different spheres of life of these subjects who are distinguished for their diaspora-related journeys, namely, daily life, insertion in the university context, job, Interactions with public and private bodies and institutions to access goods and services, integration with student associations, use of information and communication technologies (ICTs) and virtual social networks on the Internet, health and illness processes, the conjuncture of urban violence and even gender violence that culminate in the death of African students, leisure forms, sociability between Africans and Brazilians, African celebrations, besides sexual and affective interactions. The study reveals how students from Africa are subjected to prejudice and racial discrimination because of their color and African origin. In this analytic process, I use as a guiding thread, the idea that, in diaspora-related trajectories and journeys, African students stand for multiple identity shapes, forged in Africa and in everyday life in Brazil that on the one hand, tend to affirm, but on the other hand, tend to deny Africanism and blackness. Identities are re-signified, particularly, in the contact with racial and cultural alterity in the context of CearÃ, in the midst of multiple forms of racial inclusion and discrimination. Re-signified identities are expressed in behaviors, attitudes, ways of life, and ways of being. These processes are mediated by objective dimensions such as clothing, costumes, shoes, braided hair, as well as by symbolic dimensions such as the languages spoken in everyday life, especially Creole, cooking and eating modes, religious expressions, sexuality and speech. In this evaluating analysis, I use as theoretical contributions, post colonial studies, from the ideas of William Du Bois, Paul Gilroy, Stuart Hall, among others. At the methodological level, I use investigative resources as systematic observation, open in-depth interviews mixed with informal conversations, both face-to-face and in virtual space, always recorded in the "field notebook".

本研究旨在探討影響國際學生流動的拉力因素構面，並找出台灣大學院校對大陸學生的主要拉力因素為何，以做為未來政策制定和大學院校招生之參考。經過文獻探討之後發現國際學生流動的拉力因素有八個構面，分別是學校機構、留學政策、國際競爭力、地理環境、經濟、社會文化、家庭與體制因素。研究方法的部分，利用專家問卷進行問卷試題的適切性評估，再使用因素分析與信度分析法，確立問卷各因素構面試題並取得良好的信度，並利用網路問卷調查法進行正式問卷施測，共計386位填答者，有效填答有286位。研究分析使用描述性統計、獨立樣本t考驗和單因子變異數分析，來探討我國大學院校對於大陸學生的拉力因素排序情形與不同背景變項間的差異程度。根據分析結果，歸納出本研究之結論如下： 一、留學政策的制定是台灣吸引陸生的最主要拉力。 二、台灣的文化與大學特色是吸引陸生的重要拉力。 三、男性在留學政策因素上認同度高。 四、商業管理的學生在留學政策因素上的認同度較農業及醫藥學的學生高。 五、有來台經驗的學生在學校機構與體制因素上的認同度較高。 六、經濟因素會因學生是本科生或研究生而有所差異。 最後，根據本研究之結論，對於台灣大學院校、教育行政主管機關和未來研究提出建議，以制定相關招生策略、政策規定或是未來研究方向。 / The purpose of this study is to explore the dimension of the pull factors of international student mobility, and discover the main pull factors of Taiwan higher educational institutes, in order to make proper future policies and strategies for recruiting students from mainland China. Through literature review, this study finds that there are eight dimensions of pull factors which are dimension of educational institutes, dimension of study-abroad policy, dimension of international competitiveness, dimension of environment, dimension of economics, dimension of socio-culture, dimension of family, and dimension of national system. As for research methods, using expert questionnaire, factor analysis and reliability analysis to ensure all questions are well-stated and get good degree of reliability, and then using web-based questionnaire to do the survey. In this study, there are 386 respondents, and 286 of them are valid. By means of descriptive statistics, independent t-test and one-way ANOVA, the order of the pull factor and the differences between every background variables are found. According to the results, the main conclusions are as follows: 1.The making of study-abroad policy is the main pull factor of Taiwan for students from mainland China. 2.The characteristics of Taiwanese culture and universities are important pull factors. 3.Male shows higher degree of agreement in the dimension of study-abroad policy factors. 4.Students of business and management show higher degree of agreement in the dimension of study-abroad policy factors than students of agriculture and medical science. 5.Students who have experiences in Taiwan show higher degree of agreement in the dimension of educational institutes and national system factors. 6.Undergraduate students and graduate students show different degree of agreement in the dimension of economics factors. In the end, based on the conclusion of this study, some suggestions had been proposed to Taiwan educational institutes, educational administration authority and future research, in order to make appropriate policies, strategies, or research direction.

The purpose of the study was to examine the impact of school and student related factors on scientific literacy skills of Turkish students in the Programme for International Student Assessment &amp / #8211 / PISA 2006. 4942, 15 year-old Turkish students from 10 primary schools, 88 general high schools and 66 vocational high schools participated in this assessment. Among the student factors considered were gender, student background, motivational factors, science self belief, value belief regarding science, science-related careers, science teaching and learning, scientific literacy and the environment. Some of the school factors discussed were proportions of girls at school, school size, school academic selectivity, teacher-student ratio, school activities for learning environmental topics and learning of science, quality of educational resources, teacher shortage (negative scale), general high school &amp / #8211 / vocational high school and average class size. The responses of Turkish students and principals from the database of the PISA assessment were used in Hierarchical Linear Modeling (HLM). The result of the study showed that the impact of school and student related factors on scientific literacy skills of the Turkish students varied from school to school. It was observed that the PISA index of economic social and cultural status, general value of science and science self-efficacy impacted on every aspects of the scientific literacy. In addition, it is evident that the general high school students were more successful than the vocational high school students after adjusting for selected student and school characteristics.

This study investigates the students&rsquo / characteristics and school characteristics and their influences on scientific literacy skills of 15-year-old students across Turkey, Canada, and Sweden, through the use of data from Organisation for Economic Co-operation and Development&rsquo / s (OECD&rsquo / s) Programme for International Student Assessment (PISA) 2006. The purpose of this study is to gain a more complete understanding of the effect of human and physical resource allocations and their interaction on students&rsquo / scientific literacy skills using Hierarchical Linear Modeling (HLM) techniques. By PISA 2006 results, in terms of scientific literacy, Canada is a high performing country whereas Turkey is far below the average and Sweden has a rank in the average. For modeling scientific literacy, student-level characteristics determined by student questionnaire, and school-level characteristics determined by school questionnaire were used. Results of the present study indicated that there were significant between-school differences in scientific literacy skills of students for all three countries. Turkey had the highest between-school variance and it was more than half of the total variance whereas in Canada and Sweden they were far lower. School type and size were common school factors affecting students&rsquo / scientific literacy skills in Canada and Sweden / however, in Turkey school admittance policies, educational resources, science promotional activities, and teacher qualities were school characteristics which have impact on scientific literacy. Enjoyment of learning science, self-efficacy in science, general value given to science, awareness of environmental issues, responsibility for sustainable development, and confidence in use of information technologies were common student factors affecting development of scientific literacy skills in the three countries. Finally, in all three countries cross-level interactions of student and school characteristics for developing scientific literacy skills were observed.

The aim of this doctoral dissertation project has been to investigate and describe the reading comprehension of digital texts related to the reading of traditional texts by gender differences, computer-game playing, and socioeconomic background factors. The dissertation is based on four studies. In the first study, the results from a reading comprehension test delivered on screen is compared to a test delivered on paper and administered to 235 Swedish students 14-15 years of age. The students managed the test in the paper mode slightly better than that in the screen mode. The difference was particularly evident for boys. The second study used Swedish data from the PISA 2009 survey in an analysis conducted with a structural equation modelling technique. A digital reading factor nested within the overall reading was identified. A gender difference in favour of boys was found in this factor. This difference was perfectly mediated by the larger amount of time that the boys spent on computer-game playing. The third study, conducted on Swedish and Norwegian PISA data from 2009, focussed on equity aspects in reading comprehension and indicated that the unique aspects of digital reading were not influenced by cultural capital, neither on the student nor on the school level, in contrast to what was the case for traditional reading comprehension. The fourth study, using qualitative data, aimed at exploring the abilities and skills important for digital reading. The analysis resulted in five categories: traditional literacy, multimodal literacy, pathfinding, IT abilities, and information abilities. Drawing on a mixed-methods approach, the overall conclusion drawn from the results of the four studies was that reading comprehension of digital texts has unique aspects in addition to those required for reading comprehension of traditional texts. Three other important conclusions were pointed out as well. The first was that reading comprehension is influenced by the context of the texts; the second was that particular skills and abilities are required for digital reading; and the third was that there seems to be less of an influence of background factors on the performance of digital reading compared to traditional reading among Swedish (and Norwegian) youth. The results are discussed in relation to a Dual Level Theory formulated by Leu et al., as well as the validity issues with an outset in Bachman’s conversation analysis. The implications for schooling have been considered.

The purpose of the present study is to investigate the factors affecting mathematical literacy of 15-year-old students in Programme for International Student Assessment (PISA) across different cultural settings. The present study was conducted across three countries. These countries are Brazil, Japan and Norway. The countries were selected on the basis of their rankings in PISA 2000 study. Japan represented a high performing country with an average score of 557, Norway represented an average performing country with an average score of 499, and Brazil represented a low performing country with an average score of 334. The study explored how mathematical literacy is stimulated by predictors related to the students, the families and the school. A separate factor analysis was carried out for each questionnaire such as student questionnaire and cross curricular competencies questionnaire within the data of each country. Since the results of factor analyses of three countries were parallel, the observed variables representing the latent variables were selected from the student questionnaire and cross curricular competencies questionnaire administered in PISA 2000 in order to be used in the structural equation modeling. The included factors affecting mathematical literacy in PISA 2000 are attitudes towards reading, student-teacher relations, climate, communication with parents, usage of technology and facilities, attitudes towards mathematics and reading literacy. The proposed model was tested using structural equation modeling across three different cultures with different performance levels in PISA 2000. The findings of the study show that the latent independent variable having the strongest effect on mathematical literacy is the usage of technology and facilities in Brazil, communication with parents in Japan and attitudes towards reading in Norway. Moreover, the results were as follows: (1) Reading literacy significantly and positively influences mathematical literacy in all three countries. (2) There is a reciprocal relationship between the attitudes towards mathematics and mathematical literacy. In Brazil, the influence of attitudes towards mathematics on mathematical literacy is higher. However, the influence of mathematical literacy on attitudes towards mathematics is higher in Norway. (3) The attitudes towards reading have a negative direct effect and a positive indirect effect on mathematical literacy. (4) The student-teacher relations have a positive effect on mathematical literacy in Japan and Norway. But, in Brazil, this effect is negative. (5) The student-related factors affecting school climate are significantly and positively related to mathematical literacy in Brazil. On the other hand, the effect of climate on mathematical literacy is negative in Japan and non-significant in Norway. (6) Communication with parents significantly and positively influences the mathematical literacy in all three countries. (7) The usage of technology and facilities significantly and positively affects mathematical literacy in Brazil. However, this effect is negative in Japan and non-significant in Norway.

The purpose of this study is to examine the factors that are related to scientific literacy of 15-year old students in Turkey in the Programme for International Student Assessment (PISA) data. Two groups of variables were considered for the analyses. In the first group / number of books at home and attendance to preschool, attitudes towards school, student-teacher relation, feeling of loneliness, remedial study and homework and attending out-of-school courses were taken as variables that are related to scientific literacy. In the second group, basically, variables that are related to computer literacy and usage were considered. These variables are: frequency of using internet, frequency of using computer, basic computer skills, advanced computer skills and attitudes towards computer. The results indicated that quality of student-teacher relation, the number of books at home and attendance to preschool education, use of internet and basic computer skills are positively related to scientific literacy measures of the students. As expected, student feeling of loneliness has negative impact on literacy skills. Remedial classes conducted by schools and homework assignments have positive effect on school related attitude, but they cannot contribute scientific literacy skills of the students. Outside school private courses has positive relation with the scientific literacy, but this effect rather seems coming from family background characteristics. Use of internet and basic computer skills might have positive relation with both attitudes towards computer and scientific literacy, but use of software programs and advanced computer skills indicated negative relationship with the scientific literacy measures of the students.