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This dissertation investigates the intricate relationships among global competence, cultural identity, and English learning motivation within the context of undergraduates in Southern China through a mixed-methods research design. Given the backdrop of accelerating globalization, this study underscores students' need to develop robust global competence, embrace their cultural identities, and foster motivation for English learning to navigate international settings effectively. This study employs an explanatory sequential mixed-method design to answer the research questions. Quantitative analyses, based on surveys of 1215 undergraduates, reveal the overall levels of participants in various dimensions of global competence, Chinese cultural identity, and significant English learning motivation is moderate, which still needs to improve. Correlation and regression analyses indicate a positive interrelation among these constructs, with cultural identity emerging as a mediator between English learning motivation and global competence. Additionally, gender differences are observed in these constructs, while family economic status shows no significant statistical differences. Qualitative insights from twelve in-depth interviews complement these findings by elucidating students' perceptions of global competence as pivotal for career success and cultural engagement. These narratives highlight the role of cultural identity in shaping students' interactions and approaches to English learning, with motivation influenced by academic, personal, and communicative factors. It was found that southern Chinese undergraduates possess strong Chinese cultural identity and motivation towards learning English, contributing to their moderate to high levels of global competence. The qualitative data emphasize the dynamic relationship among global competence, cultural identity, and English learning motivation, with each influencing and reinforcing the others. The interrelations among global competence, cultural identity, and English learning motivation were highlighted, with cultural identity acting as an important mediator. The qualitative analysis further improves that gender has a significant influence on the relationship among these three constructs. It also shows that economic status is shown to shape opportunities for English learning and exposure to diverse cultures, thereby influencing one's cultural identity and motivation for English learning, suggesting other factors might play more critical roles. This study contributes to the educational discourse by offering a nuanced understanding of the dynamics between global competence, cultural identity, and English learning motivation among undergraduates in southern China. It provides empirical evidence supporting the integration of global competence into educational curricula, emphasizes the importance of cultural identity in academic settings, and underscores the need for individualized motivational strategies in English language education. Recommendations include integrating global issues into curriculum, promoting cultural exchange programs, and developing motivational strategies that consider gender differences and leverage cultural identity. These findings and recommendations aim to guide educators, policymakers, and curriculum developers in fostering a generation of global competence, culturally aware, and motivated English learners in China's higher education landscape. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Informed by Astin's Input-Environment-Outcome (I-E-O) model and Pascarella's general model, this study explored the nature of student-athletes' engagement in educationally purposeful activities, described their engagement patterns, and revealed the relationships between student engagement factors and college outcomes by class and gender for 2596 student-athletes from 30 Division-I institutions. This research demonstrated that the NSEE Five Benchmarks constructed for the general population did not fit student-athletes. Therefore, engagement factors for student-athletes were constructed based on a subset of component items from the Five Benchmarks. Hierarchical Linear Models (HLM) were then applied to National Survey for Student Engagement (NSSE) 2006 and the aggregated school level data from the NCAA. The research results reveal that the association patterns between engagement factors and college outcome variables Satisfaction (SA), General Education and Personal Competence (GEPC), and Personal and Social Development (PSD) across all class and gender subgroups are very similar, but differ from those for GPA. This research concludes that engagement in educationally purposeful activities is the best predictor for student-athletes' college outcomes (except GPA). The analyses also reveal that what students do on campus contributes more to their college outcomes than who they were at matriculation and which school they attend. In particular, for all outcomes, the fraction of the total variance due to between-school differences was very small and the relationships between the coefficients of school-level equations and school-level characteristics were inconsistent. The results of this study, along with other related studies, can help colleges devise strategies to better fulfill their primary obligation to create genuine educational opportunities for their student-athletes through fostering their holistic development.