Journal article
Fluent or discriminated? English language and experiential sources of career self-efficacy among Asian international students in the United States
International journal for educational and vocational guidance, Vol.25(2), pp.679-699
08/2025
DOI: 10.1007/s10775-023-09620-z
Abstract
Language is a carrier of culture, identity, and skills that impacts vocational behaviors. However, the role of English language in Asian international students' experiential sources of self-efficacy has not been assessed. The present study aims to explore the relations between sociolinguistic experiences, including English proficiency (EP) and perceived language discrimination (PLD), and experiential sources of self-efficacy (prior success, verbal persuasion, vicarious learning, and physiological and emotional states) in a sample of 124 Asian international students in the USA. Results from a polynomial regression model with response surface mapping indicated that the agreement between EP and PLD was associated with prior success and verbal persuasion only for students at extremes. The discrepancy between EP and PLD was associated with prior success and verbal persuasion linearly. Suggestions for future research and implications for vocational guidance are discussed in terms of supporting Asian international students.
Details
- Title: Subtitle
- Fluent or discriminated? English language and experiential sources of career self-efficacy among Asian international students in the United States
- Creators
- Yunkyoung Loh Garrison - Bates CollegeTaewon Kim - University of HoustonYeji Son - University of IowaCarrie Aldrich - University of Alaska AnchorageSaba Rasheed Ali - University of IowaTianqi Jiao - Bates College
- Resource Type
- Journal article
- Publication Details
- International journal for educational and vocational guidance, Vol.25(2), pp.679-699
- DOI
- 10.1007/s10775-023-09620-z
- ISSN
- 1873-0388
- eISSN
- 1573-1782
- Publisher
- Springer Nature
- Number of pages
- 21
- Language
- English
- Electronic publication date
- 08/17/2023
- Date published
- 08/2025
- Academic Unit
- Education Administration; Psychological and Quantitative Foundations
- Record Identifier
- 9984460453902771
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