https://ris.uni-paderborn.de 2000-01-01T00:00+00:00 1 monthly https://ris.uni-paderborn.de/record/59163 Teichert, Jeannine Lin-Januszewski, Liang-Wen 2025 While existing studies have extensively explored various facets of international students’ experiences, a gap remains in understanding the connection between their social capital accumulation and information-seeking practices that shape the incoming students’ extended transition process. Successful information-seeking is not solely related to academic outcome; it is also influenced by the social capital resources available within and beyond familiar cultural groups. This article sheds light on how international students’ social capital accumulation shapes their information searches across various online and offline social networks. A total of ten international students were interviewed at the beginning and the end of their first semester in Germany during the 2022–23 academic year. The findings demonstrate that the incoming students’ information-seeking strategies and social capital accumulation change over time. The students rely on their previously established social connections offline and online when preparing for their departure. Upon arrival in Germany, the students continue to search for information within their linguistic and cultural familiar groups, but their information-seeking process shifts to local in-person contexts. During the semester, lecturers and fellow students become useful information sources at the university while the students develop confidence in their foreign language skills.</jats:p> https://ris.uni-paderborn.de/record/59163 eng Intellect info:eu-repo/semantics/altIdentifier/doi/10.1386/tjtm_00071_1 info:eu-repo/semantics/altIdentifier/issn/2397-7140 info:eu-repo/semantics/altIdentifier/issn/2397-7159 info:eu-repo/semantics/closedAccess Teichert J, Lin-Januszewski L-W. Linking social capital accumulation and information-seeking practices of international students in Germany. <i>Transitions: Journal of Transient Migration</i>. Published online 2025. doi:<a href="https://doi.org/10.1386/tjtm_00071_1">10.1386/tjtm_00071_1</a> Linking social capital accumulation and information-seeking practices of international students in Germany info:eu-repo/semantics/article doc-type:article text http://purl.org/coar/resource_type/c_6501 https://ris.uni-paderborn.de/record/60559 Godau, Marc Neuhausen, Timo Fuhrmann, Wolfgang Herr, Corinna Mackensen, Karsten 2025 https://ris.uni-paderborn.de/record/60559 eng Rombach Wissenschaft info:eu-repo/semantics/closedAccess Godau M, Neuhausen T. Becoming a One-Person-Band. Zur soziomateriellen Konstitution informeller Bildungspraxis als zirkulierendes Referenzieren. In: Fuhrmann W, Herr C, Mackensen K, eds. <i>Rollen Und Funktionen von Musik in Der Digitalen Ära</i>. Die Gesellschaft der Musik. Rombach Wissenschaft; 2025:185–220. Becoming a One-Person-Band. Zur soziomateriellen Konstitution informeller Bildungspraxis als zirkulierendes Referenzieren info:eu-repo/semantics/bookPart doc-type:bookPart text http://purl.org/coar/resource_type/c_3248 https://ris.uni-paderborn.de/record/32535 Bohndick, Carla Rosman, Tom Kohlmeyer, Susanne Buhl, Heike M. 2017 In this study, we draw on person–environment fit theory to analyze whether academic success is best explained by individual abilities subjectively exceeding situational demands or by abilities matching the demands. Moreover, we disentangled effects of perceived abilities and subjective person–environment (P-E) fit on academic success. All in all, 693 teacher education students participated in an online questionnaire. Students were asked to rate general requirements of their academic programs (e.g., self-discipline) on a 5-point scale in terms of (1) their own abilities and (2) the perceived relevance for their studies. P-E fit was determined by difference scores between abilities and relevance ratings. Academic success was assessed by grades, perceived performance, and study satisfaction. Data were analyzed through structural equation modeling and suggest that academic success is best explained by a match between abilities and demands. Moreover, all three criteria for academic success were more strongly related to subjective fit than to subjective abilities. https://ris.uni-paderborn.de/record/32535 eng Springer Science and Business Media LLC info:eu-repo/semantics/altIdentifier/doi/10.1007/s10734-017-0173-6 info:eu-repo/semantics/altIdentifier/issn/0018-1560 info:eu-repo/semantics/altIdentifier/issn/1573-174X info:eu-repo/semantics/openAccess Bohndick C, Rosman T, Kohlmeyer S, Buhl HM. The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory. <i>Higher Education</i>. 2017;75(5):839-854. doi:<a href="https://doi.org/10.1007/s10734-017-0173-6">10.1007/s10734-017-0173-6</a> Academic success Person–environment fit theory Demands–abilities fit Higher education The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory info:eu-repo/semantics/article doc-type:article text http://purl.org/coar/resource_type/c_6501