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1.
Psychological resources such as emotional intelligence are claimed to act as protective factors against negative psychological adjustment outcomes of acculturative stress and depression for international students in their intercultural transition in the host country despite the dearth of substantial empirical evidence. With this in mind, the study was conducted to investigate the relationships between emotional intelligence, acculturative stress and depression. The study recruited international university students (N = 506) who were purposefully drawn from seven Chinese universities located in Wuhan. Participants completed three self-report questionnaires: Emotional Intelligence Scale, Acculturative Stress for International Students scale and Center for Epidemiological Studies Depression Scale. The result of the study revealed that students with a higher level of acculturative stress were found to have greater depressive symptoms. The study also indicated that emotionally intelligent students were likely to experience a lower level of acculturative stress and fewer depressive symptoms. The finding of the study further suggested that students with a higher level of emotional intelligence were likely to experience a lower level of acculturative stress and consequently appeared less depressed. Findings of the present study may assist university communities to have an insight into the nature of emotional intelligence and its impact on acculturative stress and depression, and then make the best use of this insight to work on facilitating the psychological adaptation of international students in the new environment. Implications, limitations, and future research directions for the study are discussed. 相似文献
2.
Numerous studies have highlighted Intercultural Sensitivity (IS) as a key competence in an increasingly multicultural society. This study examined the extent to which a cohort of first year undergraduate students enrolled on the same Didactics course, and in two different training modalities – Service Learning (SL) and non-Service Learning (non-SL) – developed IS. It was based on a quasi-experimental design of repeated pre-test and post-test measures, comparing the two groups. The sample consisted of 233 Spanish students at higher education institutions, and data was collected using the Intercultural Development Inventory (IDI). The SL group displayed significantly higher levels of IS in all factors except in the denial/defence and minimization stages. Results indicated the effectiveness of SL regarding specific subscales within the IDI instrument. The findings add new depth to our understanding regarding which teaching methodologies contribute to the development of IS and to the training of active citizens in Spanish university students. The discussion focuses on the need for intercultural service experiences to promote IS. The results have broad implications for policymakers and educators who are interested in enhancing transformative educational experiences and effective teaching methodologies for developing students’ IS in higher education. 相似文献
3.
An experimental 2 (channel) × 2 (gender) × 3 (time) mixed factorial design (N = 159) was applied to test and compare how individual dimensions of intercultural sensitivity might be affected by two channels: a virtual environment (i.e., Second Life®) versus a Web environment. Using a modified version of Chen and Starosta's Intercultural Sensitivity Scale (ISS), the study sought to identify which of the five ISS dimensions played the most influential role in intercultural sensitivity outcomes: interaction enjoyment, interaction engagement, interaction confidence, interaction attentiveness, or respect for cultural differences. Results showed that one's willingness and effort toward understanding an intercultural interaction – interaction attentiveness – played the greatest and most statistically significant role in intercultural sensitivity outcomes, and that this effect was greatest within the virtual environment channel. Gender effects were also found, in which men experienced greater enjoyment but women expressed more attentiveness. 相似文献
4.
The goal of this study was to develop and validate a short version (TMIC-S) of the Test to Measure Intercultural Competence (TMIC; Schnabel, Kelava, Seifert, & Kuhlbrodt, 2015). TMIC-S measures six malleable abilities that support handling novel or difficult cross-cultural situations. The short TMIC-S version, comprising 25 self-report and six situational judgment items, was administered to 1032 Germans and 769 Brazilians. Confirmatory factor analysis (CFA) showed a good fit of the sixfactor multimethod model in both samples. Measurement invariance was examined by multigroup CFA, which showed metric and scalar invariance of the TMIC-S. An initial construct validation was addressed by computing correlations of the German and Brazilian TMIC-S versions with the Cultural Intelligence Scale (Van Dyne, Ang, & Koh, 2008). Additionally, prior intercultural experience was positively associated with latent TMIC-S means in both samples, highlighting criterion validity. Thus, TMIC-S is a valid instrument, which can be administered efficiently. 相似文献
5.
Intercultural competence plays a crucial role in increasingly multicultural societies. The Cultural Intelligence Scale (CQS) has proven to be a promising approach to measure intercultural competence in a variety of contexts. Despite its use as a reliable and valid instrument across the globe, however, the CQS has not yet been systematically validated for German-speaking countries. Therefore, the present study examined the psychometric properties, factor structure, and convergent and discriminant validity of a German translation of the CQS in two distinct samples (NStudy 1 = 392; NStudy 2 = 414). Across both studies, a bi-factorial model with three specific (i.e., cognitive, behavioral, and motivational CQ) and a general CQ factor best reflected the data. The results demonstrated good psychometric properties and promising results regarding the convergent and discriminant validity of the general factor whereas the incremental validity of the specific factors requires further consideration. 相似文献
6.
The present study examined the generalizability of the factor pattern, structural parameters, and latent structure of a multidimensional hierarchical model of ethnocultural empathy in males and females. The Scale of Ethnocultural Empathy (SEE) (Wang et al., 2003) was administered to a sample of 610 Italian undergraduates to examine the generalizability and reliability of its factor structure across gender, the psychometric properties and the validity of the scale. Two models were tested through multi-group confirmatory factor analysis (MGCFA): a confirmatory factor-analytic model that hypothesized a multidimensional model of ethnocultural empathy; and a structural equation model that proposed a multidimensional, hierarchical structure with global ethnocultural empathy as a superordinate construct that explained the covariances among the subdomains of the SEE. Both models satisfied multiple criteria for goodness-of-fit with the data. Full metric invariance of factor loadings and factor covariances, and partial invariance of error variances across gender for the four-factors model were supported. Scale reliability was also satisfactory, showing good internal consistency. As regard scale validity, evidence was found for a positive moderate association with a measure of general empathy and a negative high association with a measure of prejudice. Implications are discussed. 相似文献
7.
Gabriela Gonçalves Lily A. Arasaratnam-Smith Natércia Rodrigues Raquel Carvalheiro 《Journal of Intercultural Communication Research》2020,49(3):242-262
ABSTRACT This article explores the psychometric validation of an Intercultural Communication Competence (ICC) scale. Three studies were performed: (1) psychometric evidence pertaining to the scale’s reliability and factor structure and an analysis of the measurement invariance; (2) assessment of convergent and predictive validity; and (3) analyzes the association between ICC and affective and cognitive dimensions of cultural empathy. A three-factor model with eight items yielded the best fit to the data. The scale showed non-invariance between genders, but proved to be a predictor of intercultural contact. Convergent validity were demonstrated. 相似文献
8.
The International Friendly Campus Scale (IFCS) was developed with a sample of 501 international students. The 18-item IFCS includes five subscales: International Center Services (α = .85), Social Engagement (α = .70), Academic Support (α = .84), Identification with Institution (α = .86), and Campus Discrimination (α = .75). The factor structure was examined and cross-validated with two randomly split samples. Moreover, multigroup confirmatory factor analyses results indicated measurement and structural invariance of the IFCS between men and women. The construct validity of the IFCS was supported by its associations with life satisfaction, positive affect, negative affect, social connection with mainstream society, academic stress, and two forms of discrimination (i.e., racial/national and language) in the expected directions. Moreover, the IFCS total score and four subscale scores added significant incremental variance in predicting life satisfaction over and above positive and negative affect. The initial psychometric evaluation indicates that the IFCS is a promising measure that could be further used to assess the international friendliness of university campuses. 相似文献
9.
We investigated the role self-determined motivation and the goals international students have for studying abroad play in the adaptation of international students. We studied samples of international students from three Canadian Universities at the beginning of an academic year (N = 228) and at the end of the same year (N = 72). The results supported the hypotheses that autonomous motivation to study abroad is a predictor of students’ various adjustment outcomes at different times of the academic year and that the preservation goals have a weaker negative effect upon the adjustment outcomes and this effect is relatively independent from the effect of autonomy. These results are consistent with the previous study of Chinese international students in Belgium and Canada [Chirkov, V.I., Vansteenkiste, M., Tao, R., & Lynch, M. (2006). The role of motivation to study abroad in the adaptation of international students: A self-determination theory approach. International Journal of Intercultural Relations, 31(2), 199–222]. The role that gender, marital status and country of origin play in moderating these relations is also studied and discussed. The main conclusion further justifies the importance of motivation in understanding the adjustment dynamics of various groups of migrants. 相似文献
10.
In the present study, we examined the dimensionality and the measurement invariance of the Multicultural Ideology Scale (MCI), and mean differences across different cultural groups within the multilingual, multicultural context of Luxembourg. Luxembourg is a unique context to study attitudes towards diversity because 47.4 % of the citizens are non-nationals (i.e. economic migrants, sojourners, refugees) and minority and majority are increasingly difficult to define. Our sample included 1488 participants from diverse ethnic backgrounds who completed the survey in German, French or English. In contrast to previous findings, our analyses on responses to the MCI scale produced a two-dimensional structure, distinguishing between positive and negative attitudes towards multiculturalism. The factor structure was partially invariant across ethnocultural groups: Configural and metric invariance were established across natives and non-natives and different language versions. Scalar invariance was only established across gender groups. Natives and male participants reported the most negative attitudes towards multiculturalism. We discuss the importance of assessing measurement invariance and provide recommendations to improve the assessment of psychological multiculturalism. 相似文献
11.
Individuals who are high, relative to low, in mindfulness are more open when ascribing meanings to new experiences and more resilient under stress, suggesting that mindfulness may play an important role in cross-cultural adaptation. In contrast, those high in need for cognitive closure (NCC) seem to close one’s mind to new cross-cultural experiences. We tested these contrasting effects of mindfulness and NCC by examining Asian international students (n = 233) who study at an Australian university using several measures of psychological and sociocultural adjustment. The study found that more mindful sojourners develop greater sociocultural skills and superior knowledge of a unique local culture. The role of need for cognitive closure (NCC)―closed-mindedness spurred by a desire for clear-cut understanding―was found primarily in the domain of psychological adjustment. The results highlight the importance of these dimensions of open- versus closed-mindedness during cross-cultural adaptation. 相似文献
12.
《Multicultural Perspectives》2013,15(3):38-45
Using the Intercultural Sensitivity Scale formulated by G. M. Chen and Starosta, the intercultural sensitivity of English major students, non-English major students, and multinational employees in China were investigated. In this study, intercultural sensitivity was defined as consisting of interaction engagement, interaction confidence, respect for cultural differences, interaction enjoyment, and interaction attentiveness. The focus of this research was to explore how intercultural sensitivity was structured among subjects of different English learning and intercultural communication experience. A series of results generated by multiple regressions showed different weightings of the 5 elements of intercultural sensitivity of the 3 subsamples. For example, respect for cultural differences for English major students was affected by interaction engagement and enjoyment, whereas for multinational employees it was only affected by interaction enjoyment. The study also found that English major students felt interaction enjoyment more easily than non-English major students and multinational employees. 相似文献
13.
Jennifer Mahon 《Int J Intercult Relat》2009,33(1):46-56
Competent teachers are competent communicators who are able to build and sustain interpersonal relationships across culture and across conflict. The following study was designed to validate and extend prior research [Mahon, J. A. (2003). Intercultural sensitivity development of practicing teachers. Dissertation Abstracts International, 64(7), 2353A (UMI No. 3097199); Mahon, J. A. (2006). Under the invisibility cloak? Teacher understanding of cultural difference. Intercultural Education, 17(4), 391–407] that showed a majority of teachers had ethnocentric levels of intercultural sensitivity (ICS) as measured by the Intercultural Development Inventory (IDI) [Intercultural Communication Institute (ICI). (1999a). The intercultural development inventory. Portland, Oregon: Intercultural Communication Institute]. Qualitative data also suggested teachers with less sophisticated understandings of culture avoided intercultural conflict situations. The following research drew upon a sample of 88 teachers in the United States to examine possible relationships between ICS as measured by the IDI, and conflict style as measured by the Thomas–Kilmann Conflict Inventory (TKI) [Consulting Psychologies Press (CPP). (2002). Thomas–Kilmann Conflict Inventory. Palo Alto, CA: Consulting Psychologies Press]. Results indicated the majority of teachers have ethnocentric understandings of culture, and preferred the Compromising conflict style, followed very closely by Avoiding and Accommodating. Further analyses revealed that degree of cooperativeness predicted levels of the dependent variable of ICS. Certain demographic variables shown to be important in prior ICS research were found to predict levels of the dependent variables. 相似文献
14.
This study investigated the relationship between different domains of cultural adaptation among international students in Japan and the moralization of culture-specific norms. Newcomers may adapt certain norms of the host culture and ascribe moral meanings to initially nonmoral activities or objects. Building on the existing model of sociocultural adaptation, we investigated how different types of sociocultural adaptation are associated with the moralization of Japanese cultural norms. For international students in Japan, there are three aspects of sociocultural adaptation: academic, daily living, and interpersonal. Our results showed that cultural adaptation in the interpersonal domain, but not in the academic and daily living domains, predicted harsher moral judgments of behaviors that violated Japanese cultural norms. These findings suggest that international students who are well adjusted in the interpersonal domain gain an understanding of what is sanctioned in the Japanese cultural context and come to see certain behaviors as morally appropriate. We discuss several implications for further investigating the moralization of certain behaviors within the context of acculturation. 相似文献
15.
16.
In this study, the perspectives of international students about homesickness and their adaptation to Turkish culture were explored. A multidimensional homesickness analysis based on the perception of international students in Turkish universities is presented. For this purpose, a mixed method was used. Two different techniques were used in the qualitative dimension: metaphor analysis and cognitive mapping. Metaphors were created by 60 international students studying at a state university in Turkey. Cognitive mapping data were collected from 22 international students. In addition, a survey model was used to procure quantitative data. Quantitative data were collected by using the Utrecht Homesickness Scale. The sampling group included 200 international students studying in eight different public universities. The inductive content analysis technique was used to analyse qualitative data and the metaphors related to homesickness were conceptualised as deprivation, difficulties, pain, and yearning. The metaphorical expressions revealed both the compelling homesickness of international students and socio-cultural adjustment difficulties in Turkey. The cognitive mapping concerning homesickness was highly similar to the metaphors. Cognitive mapping results aggregated as memories, cultural events, dishes, family members, friends, and hobbies. The quantitative results indicated high mean homesickness scores for ‘missing family’ and ‘missing friends’ sub-dimensions. Moreover, the mean scores were relatively low for the ‘adjustment difficulties’ and ‘loneliness’ sub-dimensions. Quantitative data revealed that the perceptions of homesickness differ depending on various socio-cultural factors. This study proposes that countries hosting international students should take psychological, social, and cultural adjustment measures, especially for freshmen students who experience more homesickness. 相似文献
17.
International students face a variety of challenges in their acculturation process. Acculturation, the process of adapting to a new cultural environment, is highly variable and influenced by environmental and individual factors that exist before or arise during acculturation. Among the moderating personal factors existing prior to acculturation, adult attachment has received attention as an important variable impacting the acculturation process and adaptation outcomes. Based on the bi-dimensional model of acculturation (Berry, 1997) and the concept of adult attachment (Bowlby, 1977), the current study hypothesized that an insecure attachment (i.e., high attachment anxiety and avoidance) would predict more acculturative stress, less psychological adaptation, and less sociocultural adaptation. We also hypothesized that students who highly identified with their heritage culture and were highly acculturated to the U.S. culture would experience higher levels of psychological and sociocultural adaptation. Also, we examined if adult attachment moderated the effects of acculturation on international students’ psychological and sociocultural adaptation. International students enrolled in higher education institutions in different geographic locations in the United States (N = 221) completed measures of adult attachment, acculturation, acculturative stress, and psychological and sociocultural adaptation. The results suggested that attachment anxiety was a significant predictor of international students’ psychological adaptation. High acculturation to the U.S. significantly predicted more sociocultural adaptation. Attachment avoidance significantly moderated the effect of acculturation to the U.S. culture on international students’ psychological distress, while attachment anxiety was a significant moderator for the effect of acculturation to the U.S. culture on sociocultural adaptation. 相似文献
18.
Intercultural competence is an important skill for K-12 educators to effectively teach a demographically changing population of young people. This paper builds on research that uses the Intercultural Development Inventory to assess change in intercultural competence among K-12 educators. This study aims to understand the extent of change in educators’ intercultural competence in an urban district that has implemented an intercultural initiative based on Bennett's Developmental Model of Intercultural Sensitivity. Analysis of pre- and post-test data from the Intercultural Development Inventory (IDI) revealed a significant, and medium effect size, positive change in IDI overall development scores. The data also reveal that behavioral adaptation changed significantly and to a greater extent than cognitive adaptation. The study's findings suggest that intercultural competence can be developed through district and school-based professional development programs, in which the DMIS and the IDI serve as a process model to guide intercultural development. Given the variance in the change in teachers’ intercultural competence, school leaders and trainers should be careful to provide developmentally appropriate training that supports teachers’ learning. 相似文献
19.
Intercultural communication research rarely addresses the perspective of international students, who face challenges as they leave family, move to a foreign place in the US, pursue a degree, and study in a foreign language. Considering these students’ perspectives, US universities, which house large numbers of international students, should consider how they can help these students better adapt to US academic life. To address these challenges, we invited international students at a 4-year tier-one state university to interview, and we qualitatively analyzed their responses to identify how universities can help international students. Our participants noted that US students can befriend them, respect them in the classroom, and learn about other cultures to be more welcoming. Faculty have the most to do to improve international students’ success in the classroom; faculty can grade consistently, communicate outside the classroom, allow time for students to ask questions, help students adapt to US classrooms, speak slowly and eliminate idioms from examples, explain course objectives per industry, share interests and personal information, effectively use class time (particularly final examination weeks), and learn about cultures to better meet students’ needs. Additional research can diversify international students’ needs per their classification (graduate versus undergraduate), home culture, and expectations. 相似文献
20.
David Matsumoto Jeffery A. LeRoux Yvette Robles Guillermo Campos 《Int J Intercult Relat》2007,31(6):747-759
Recent research has shown that the psychological skills assessed by the Intercultural Adjustment Potential Scale (ICAPS) can predict adjustment, above and beyond what is already accounted for by personality. The purpose of this study was to examine if the skills tapped by the ICAPS can predict adjustment above and beyond that accounted for by both personality and general intelligence, and whether intelligence can predict adjustment above and beyond skills and personality. International students completed a battery of instruments including the ICAPS, a personality measure, and several adjustment indices. In a separate session they also completed a measure of general intelligence. The results indicated that the ICAPS did predict adjustment independently of both personality and intelligence, but that intelligence did not. 相似文献