How autonomy-supportive learning environments promote Asian international students’ academic adjustment: a self-determination theory perspective

Abstract

We explored Asian international students’ successful learning experiences and adjustment through the lens of self-determination theory. To explore how international students perceive their classroom learning environments and learning experiences in more detail, a sequential explanatory mixed-methods approach was used. In the quantitative phase, empirical relationships between autonomy-supportive environments and affective (language anxiety), behavioral (discussion participation), and cognitive (adaptive beliefs about classroom assessments) learning components in the classroom were examined. In the qualitative phase, results from the quantitative study were further explored for additional explanations through follow-up interviews. Autonomy-supportive environments seemed to satisfy international students’ basic psychological needs, which decreased language anxiety and increased classroom participation and adaptive perspectives about classroom assessments. The discussion focuses on the theoretical and classroom implications of the quantitative and qualitative findings. This study contributes to the literature by suggesting a solid theoretical foundation to support successful academic adjustment among Asian international students.

Full text

Vol.:(0123456789)
Learning Environments Research (2023) 26:51–76
https://doi.org/10.1007/s10984-021-09401-x
1 3
ORIGINAL PAPER
How autonomy‑supportive learning environments promote
Asian international students’ academic adjustment:
aself‑determination theory perspective
HyunJinCho1 · ChantalLevesque‑Bristol1· MikeYough2
Received: 4 June 2020 / Accepted: 10 November 2021 / Published online: 15 January 2022
© The Author(s), under exclusive licence to Springer Nature B.V. 2021
Abstract
We explored Asian international students’ successful learning experiences and adjust-
ment through the lens of self-determination theory. To explore how international students
perceive their classroom learning environments and learning experiences in more detail,
a sequential explanatory mixed-methods approach was used. In the quantitative phase,
empirical relationships between autonomy-supportive environments and affective (lan-
guage anxiety), behavioral (discussion participation), and cognitive (adaptive beliefs about
classroom assessments) learning components in the classroom were examined. In the
qualitative phase, results from the quantitative study were further explored for additional
explanations through follow-up interviews. Autonomy-supportive environments seemed to
satisfy international students’ basic psychological needs, which decreased language anxiety
and increased classroom participation and adaptive perspectives about classroom assess-
ments. The discussion focuses on the theoretical and classroom implications of the quanti-
tative and qualitative findings. This study contributes to the literature by suggesting a solid
theoretical foundation to support successful academic adjustment among Asian interna-
tional students.
Keywords Adjustment· Asian international students· Learning environment· Mixed-
methods· Self-determination theory
Introduction
The international student body constitutes a large part of US higher education, contribut-
ing to internationalization and diversity and bringing cultural and economic benefits to US
college culture (Mamiseishvili, 2012; Wu etal., 2015). This student body has been drasti-
cally increasing and has become an important population in higher education (Ecochard
* Hyun Jin Cho
cho193@purdue.edu
1 Purdue University, Center forInstructional Excellence, WestLafayette, IN47907, USA
2 Oklahoma State University, Educational Foundations, Leadership & Aviation, Stillwater,
OK74078, USA
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