Research Report

On Coaching and Motivation of Chinese students Topic This research proposal suggests research on what Chinese students (Chinese students who do their study in The Netherlands /Chinese students living in China) want out of coaching. Introduction Motivation is a term that refers to a process that elicits, controls, and sustains certain behaviors. In this research, we will find out get inside the head of the Chinese students and find out what drives them, motivates them in their study and life. Review of Literature: Self-expression, the expression of ones own personality traits, feelings, or ideas, is a notion particularly prevalent in western culture. Central and positive in many western contexts, whether it is through speech, artistic creation, or personal choice, self-expression is constitutive of particular patterns of perceptions, actions, interactions, and institutions that foster individuals willingness and commitment to engage in the act. Such an emphasis on expression is one of the most integral aspects of individualism (Bellah, Madsen, Sullivan, Swidler, &Tipton, 1985), as people in these cultural contexts are urged to express themselves in order to assert a unique core of feeling and intuition (Bellah et al., 1985, p.334). Extensive research has shown that the dominant model of the self in more individualistic cultures, such as in the United States, is an independent self in which a person is viewed to be a unique entity that is bounded and fundamentally separate from its social surrounding. This view holds that the individual is understood, practiced, and uniquely defined as a separate or distinct entity whose behaviors determined by some amalgam of internal attributes, such as thoughts, preferences, motives, goals, attitudes, beliefs, and abilities (Fiske, Kitayama, Markus, &Nisbett, 1998). These attributes enable, guide, and constrain behavior and motivate the expression of personal thoughts and the pursuit of personal goals and wellbeing(Kitayama & Markus, 2000; Markus & Kitayama, 1991; Markus, Mullally, &Kitayama, 1997; Morris & Peng, 1994). In these contexts, individuals are expected to make decisions based on their own volition, rather than on external influences or social constraints (Markus & Kitayama, 1991). In addition, these assumptions also shape the model of social relationships, which are assumed to be freely chosen and carry relatively few obligations (Adams & Plaut, 2003; Miller, Bersoff, &Harwood, 1990). Thus, people view relationships to be a benevolent resource in which they can engage with relatively little caution (Adams, 2005; Kim, Sherman, Ko, & Taylor, 2006).

Methods This research was conducted by questionnaire and investigated the Chinese student in Rotterdam Business School. A total of 25 questionnaires were distributed with self motivation, culture differentiation and personal value. Results Table 1 Extent Questions
How much of your work would contribute to the welfare of others? How much variety would you have in your study? How much feedback would you get on what you do well and less well? To what extent would you have to compete against other people for your success? To what extent would you study/work in a competitive environment? To what extent would you have clearly defined job objectives? To what extent would your study/work fit with your personal values? To what extent would you be encouraged to express what you think? To what extent would you have to apply a lot of specialist knowledge? To what extent would you have high social standing?

Small

Medium

Large

The most possible

16% 4% 12% 36% 24% 16% 16% 16% 12% 16%

64% 46% 60% 32% 60% 40% 40% 32% 52% 56%

20% 46% 24% 28% 28% 36% 40% 44% 36% 24%

0% 4% 4% 4% 8% 8% 4% 8% 0% 4%

Open questions 1. For the reasons to study in a foreign country, 56% of interviewers want to have a better life in the future, 16% of interviewers just want to pleased their families, 12% of interviewers want to live in different culture, 8% of interviewers want to gain more experience, and 8% of interviewers want to seed new opportunity. 2. For the reasons they choose Netherlands, 52% of interviewers said that the tuition fee here is cheaper than other foreign country, 12% of the interviewers said their parents is currently working here, 24% of the interviewers said that the logistic in Rotterdam is the best in the world, 12% interviewers said they just followed the corporation program between RBS and their schools in China. 3. For the motivation of study in IBMS, 80% of interviewers want to find a good job, while other

4.

5. 6. 7. 8.

20% of interviewers just want to get the diploma in order to apply for a higher program. For the areas in the life that want to improve with the help of coaching, 12% of the interviewers want to clear their job objectives, 36% of the interviewers want to improve their language and two-third of these people want to learn Dutch, 24% of the interviewers want to improve their study style, 16% of the interviewers want to improve their self expression, and the rest 12% of interviewers want to improve their time management. For the feeling about coaching, only 8% of the interviewers thought it is not so helpful, while other 92% of interviewers thought it can help them to improve themselves. For which kinds of coaching people prefer, 36% of the interviewers prefer coaching in a group while other 64% of the interviewers prefer personal coaching. 52% of the interviewers havent had coaching before. For the areas of the Dutch culture are difficult for Chinese students, 64% of the interviewers thought that the problems is different language, 28% of the interviewers thought Dutch people are much more individually, while Chinese people are more like to stay in group, the rest 8% of interviewers thought the work time of shops is too short, because most shops open until 10:30 in China.

Discussion / Interpretation of Results It can be seen from the results in Table 1 that half of the interviewers dont have much variety in their work, 72% of the interviewers dont want too much feedback from others and 68% of the interviewers dont want to compete against other people for your success to much. I think these results show that many Chinese student are resting in their life now, I suggest we need to improve their self motivation, and help them to find a better attitude to their study and life. Comparing with the choice question and open question, more than half of the interviewers dont have a clear idea of their job objective, and 16% of them have no idea of their job objective. I found it interesting that these people are exactly the 16% people who come to study in foreign country in order to please their family. I suggest if we want to help these people by coaching, we should start with help them to find their own job objective. 16% of the interviewers dont think the study/work they are having now fit their own value, and these people are all involved in the 20% of people who just want the diploma to apply for a higher education program. But there still 40% of interviewers thought the study/work they are having dont fit their value very much. According to these result, I suggest we should also focus on building personal value while we having coaching. There are 24% of the interviewers wanted to improve their study style and 12% of the interviewers wanted to improve their time management, I suggest we can also involved these into coaching. Conclusion According to the results of these questions, if we want to have coaching with Chinese students, I suggest we can mainly focus on three parts: self motivation, job objective and building personal value. And I suggest we can also do some work on improve students study style and time management.

Reference 1. Laming, Donald. Understanding Human Motivation What Makes People Tick? Blackwell Publishing Ltd. 2004 2. Dunning, David. Social Motivation. Taylor and Francis Group, LLC. 2011 3. Wong, Roderick. Motivation a biobehavioural approach. Cambridge University Press. 2000