한국 대학에 재학 중인 중국인 유학생의 학사경고 극복 경험에 대한 질적 연구

초록

This qualitative study aimed at understanding Chinese international students’ academic probation experiences in Korean universities in order to gain implications for the increasing educational and counseling intervention needs for them in the university. For this purpose, in-depth interviews with 8 participants were conducted and analyzed based on the grounded theory approach. Analysis of categories by paradigm revealed that Chinese international students were experiencing the central phenomenon of ‘being ashamed of oneself.’ Contextual conditions affecting Chinese students' academic probation experiences have been found to be ‘psychological and/or physical frustration’. ‘Lack of mind-set’ and ‘lack of academic skills’ are the causal conditions experienced from the academic probations. Participants’ action and interaction strategies for the central phenomenon have been shown to ‘awareness of self-responsibility’.Interventional conditions that affect action and interaction strategies were ‘experiencing the speed differences of academic adaptation depending on individual characteristics and existence of social support resources.’ As passing through this process, participants experienced the results of ‘satisfaction with the change’ and ‘continuous efforts’. In addition, three types of overcoming academic probation were found out as: independence-oriented type, help-seeking type, and unsolved type. The findings suggest that timely counseling and learning support for Chinese international students is required to support their learning in the university. In addition, it was confirmed that expanding the mentoring and support beyond the early stage of enrollment, establishing a social support system for Chinese students' adaptation, and providing them in a timely manner could increase effectiveness of help interventions for their academic adaptation.

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