{"id":{"repo_id":"wvu","oai_identifier":"oai:researchrepository.wvu.edu:etd-1523"},"canonical_url":"https://search.dev.ndltd.org/etd/wvu/oai:researchrepository.wvu.edu:etd-1523","repository":{"repo_id":"wvu","name":"West Virginia University","base_url":"https://researchrepository.wvu.edu/do/oai/"},"display":{"title":"The Social Support for International Graduate Students to Obtain Academic Success","abstract":"Previous studies suggest that international graduate students' academic success is significantly associated with the average grade point (GPA), and this measure is closely related with international graduate students' received academic and financial supports. However, international graduate students' academic success can involve a multidimensional measurement besides the average grade point (GPA). Hence, the current study explored the correlation between international graduate students' perceived social support and perceived academic success from an inclusive perspective. The perceived social support included the categories of academic support, financial support, emotional support and spiritual support. The perceived academic success included the aspects of knowledge learning, research skills, employability, potential earning, professional development and comparative ability.","abstract_html":"Previous studies suggest that international graduate students' academic success is significantly associated with the average grade point (GPA), and this measure is closely related with international graduate students' received academic and financial supports. However, international graduate students' academic success can involve a multidimensional measurement besides the average grade point (GPA). Hence, the current study explored the correlation between international graduate students' perceived social support and perceived academic success from an inclusive perspective. The perceived social support included the categories of academic support, financial support, emotional support and spiritual support. The perceived academic success included the aspects of knowledge learning, research skills, employability, potential earning, professional development and comparative ability.","abstract_has_math":false,"creators":["He, Ping"],"institution":null,"degree_name":"EdD","degree_level":"Dissertation","degree_discipline":"Curriculum & Instruction/Literacy Studies","degree_department":null,"school":null,"contributors":["Joy Saab","Paul Chapman","Michael Lastinger","Patricia Obenauf","Sam Stack"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-08-01T07:00:00Z","date_published":"2013-08-01T07:00:00Z","updated_at":"2026-07-24T06:14:38Z","subjects":["Educational evaluation","Educational sociology","Higher education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://researchrepository.wvu.edu/etd/520"],"render_values":[{"text":"https://researchrepository.wvu.edu/etd/520","href":"https://researchrepository.wvu.edu/etd/520","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.33915/etd.520","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Joy Saab","Paul Chapman","Michael Lastinger","Patricia Obenauf","Sam Stack"]},{"key":"dc:creator","label":"Author","values":["He, Ping"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-01-17T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum & Instruction/Literacy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational evaluation","Educational sociology","Higher education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.33915/etd.520","https://researchrepository.wvu.edu/etd/520"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Previous studies suggest that international graduate students' academic success is significantly associated with the average grade point (GPA), and this measure is closely related with international graduate students' received academic and financial supports. However, international graduate students' academic success can involve a multidimensional measurement besides the average grade point (GPA). Hence, the current study explored the correlation between international graduate students' perceived social support and perceived academic success from an inclusive perspective. The perceived social support included the categories of academic support, financial support, emotional support and spiritual support. The perceived academic success included the aspects of knowledge learning, research skills, employability, potential earning, professional development and comparative ability."]},{"key":"dc:title","label":"Title","values":["The Social Support for International Graduate Students to Obtain Academic Success"]}]}],"canonical_facts":{"dc:contributor":["Joy Saab","Paul Chapman","Michael Lastinger","Patricia Obenauf","Sam Stack"],"dc:creator":["He, Ping"],"dc:date.available":["2019-01-17T08:00:00Z"],"dc:description.abstract":["Previous studies suggest that international graduate students' academic success is significantly associated with the average grade point (GPA), and this measure is closely related with international graduate students' received academic and financial supports. However, international graduate students' academic success can involve a multidimensional measurement besides the average grade point (GPA). Hence, the current study explored the correlation between international graduate students' perceived social support and perceived academic success from an inclusive perspective. The perceived social support included the categories of academic support, financial support, emotional support and spiritual support. The perceived academic success included the aspects of knowledge learning, research skills, employability, potential earning, professional development and comparative ability."],"dc:identifier":["https://doi.org/10.33915/etd.520","https://researchrepository.wvu.edu/etd/520"],"dc:subject":["Educational evaluation","Educational sociology","Higher education"],"dc:title":["The Social Support for International Graduate Students to Obtain Academic Success"],"thesis:degree_discipline":["Curriculum & Instruction/Literacy Studies"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T06:14:38Z"}