共查询到20条相似文献，搜索用时 31 毫秒
1.
We investigated the acculturation process of international students (N = 319, 162 female) from 62 countries who were residing in the Netherlands, using the acculturation framework by Arends-Tóth and Van de Vijver (2007). We applied SEM to test the model that acculturation conditions (perceived cultural distance [PCD], personal growth initiative [PGI], proficiency in English and the host language, and length of residence) in conjunction with acculturation orientations as mediators (host, heritage, expatriate) predict psychological adjustment as acculturation outcome (acculturative stress, satisfaction with life, mental health problems). We found direct and indirect effects of acculturation conditions on adjustment; high PGI, high English and Dutch proficiencies, and low PCD were associated with better adjustment. Host orientation (predicted by high PGI, Dutch proficiency, and low PCD) was positively associated with adjustment. Heritage orientation (predicted by low English proficiency) was negatively associated with adjustment. As a novel aspect, we included expatriate orientation - an orientation towards other expatriates in the host community. Expatriate orientation was predicted by low Dutch proficiency and was positively associated with adjustment. We also observed direct links between acculturation conditions and outcomes: positive associations between PCD and acculturative stress and between length of residence and acculturative stress; and negative associations between PGI and mental health problems and between English proficiency and acculturative stress. We provide evidence that including expatriate orientation is relevant among international students: It is stronger than both host and heritage orientations, thereby underlining the importance of studying acculturation in a contextualized way. 相似文献
2.
In recent years, popularity of social media and influx of international students have provided Chinese domestic students ample opportunities to contact with alien cultures both directly and indirectly. To understand impact of the new environment, the present study focused on Chinese domestic undergraduates and proposed a moderated mediation research model examining the relationships between mediated contact (through foreign TV series and movies) and the three dimensions of global competence (global attitudes, skills, and knowledge). We also explored mediation of intergroup anxiety and moderation of direct contact (with international students) underlying these relationships. Results from a multi-group structural equation modeling analysis revealed direct contact as a moderator, modifying the relationship between mediated contact and intergroup anxiety. Specifically, this negative relationship was significant at low, rather than at high levels of direct contact. Further, at low, rather than at high levels of direct contact, mediated contact had indirect relationships with all three dimensions of global competence via the mediator of intergroup anxiety. 相似文献
3.
Cultural globalization affects most people around the world in contemporary, modern societies. The resulting intercultural contact have been examined using the theory of globalization-based acculturation. However, little is known about possible differences and similarities in processes underlying the effects of direct (e.g., through contact with immigrants) and indirect (e.g., engagement with cultural elements through media) forms of new cultural exposure. Drawing on the contact hypothesis, social identity theory, and symbolic threat theory, we examined whether perceived intercultural threat and local and global identities would explain whether both forms of contact result in multicultural acquisition or in ethnic protection. In Study 1 (N = 402), indirect, but not direct, intercultural contact was positively associated with multicultural acquisition; and both types of intercultural contact were negatively linked with ethnic protection. Global identity significantly mediated the association of both direct and indirect intercultural contact with both multicultural acquisition and ethnic protection, whereas perceived cultural threat only significantly mediated the associations of direct intercultural contact with multicultural acquisition and ethnic protection. In Study 2 (N = 424), higher levels of ethnic protection, and lower levels of multicultural acquisition, emerged in the experimental group primed with indirect, versus direct, intercultural contact. Furthermore, intercultural threat was negatively, and global identity positively, associated with multicultural acquisition, while intercultural threat was positively, and global identity negatively, associated with ethnic protection. Results are discussed in relation to similarities and differences across direct and indirect intercultural contact, providing a nuanced understanding of contemporary intercultural contact and globalization-based acculturation among majority populations. 相似文献
4.
This study utilizes a structural equation modeling approach to construct a scale to measure Chinese college students’ intercultural contact and to explore the pathways from intercultural contact to intercultural competence and their significance. Through exploratory factor analysis and confirmatory factor analysis, the study conducted a series of reliability and validity analyses. The results indicate that the intercultural contact scale for Chinese college students has good reliability and validity. Moreover, a path analysis with the structural equation model was performed and reveals that the pathways of intercultural contact are beneficial for improving Chinese college students’ intercultural competence. In terms of direct contact, domestic social media is the most important, whereas for indirect contact, cultural products are relatively more important than multimedia and courses. The implications for the theoretical development of intercultural contact could be significant for scholars engaged in intercultural communication as well as for planning international education training programs. 相似文献
5.
The acculturation process generally contributes greatly to stress and anxiety levels among international students. The objectives of the present study were: (1) to see whether international students experience more anxiety, irritability, and stress from being apart from family and friends, pressure from school, difficulties with language, work and finances than students with permanent US residency, and (2) to investigate the same stressors in groups within the international student population. Surveys were distributed to 246 students aged 17–51 at an ethnically diverse community college in Southern California, US. Analysis of variance was conducted to investigate group differences between students: permanent US residents vs. international students, and, permanent US residents vs. European and Asian students, respectively. No significant differences were found between international students and students with permanent US residency. However, when the international student population was sub-grouped by above cultural regions a different pattern emerged. Difficulties of not being able to work and of socially related problems were perceived as more severe for the European and the Asian groups, while finance problems were hard for all three groups. The variable of language difficulties was harder for Asian students, while that of stress of being apart from family was harder for students from Europe. Findings are not only congruent with prior research results on international students but also demonstrate that international students with culturally diverse needs should not be considered as one homogenous group. It is suggested that educational systems need to properly adapt in order to accommodate international students’ unique cultural needs. 相似文献
6.
International students use various self-help coping strategies to manage depression and homesickness, but previous studies have not concluded on how international students have recovered from depression and homesickness after using their self-help coping strategies. The aim of this study is to use the semi structured interview to identify the self-help coping strategies used by international students who were unwilling to get treatment and had recovered from their symptoms of depression and homesickness in Malaysia. The second aim is to quantitatively identify the major psychosocial problems attributing to depression and homesickness among students who have not recovered from the symptoms. Thirty-one international students out of 520 diagnosed with depression and homesickness yet were unwilling to get treatment, were invited for the reassessment of their homesickness and depression after three-and-a-half months. Psychological assessment shows 9 students had recovered but 20 students had not. These nine students were interviewed to explore how they recovered from depression and homesickness. Meanwhile, the 20 students were asked to complete a questionnaire which measured their reason for not being able to recover from depression and homesickness. Results of the semi structured interview shows that some of the self-help coping strategies used by participants including sharing their problems with others who were not experiencing homesickness and depression, keeping themselves busy with some useful activities, indulging in physical exercise, facing the situation courageously, thinking positively, and reading and following some advice from religious texts. The 20 students who did not recover faced more problems involving language, social connection, academic, loneliness, stress and family problems. Overall, self-help coping strategies used by this study’s participants are useful in managing depression and homesickness. 相似文献
7.
《Journal of Intercultural Communication Research》2013,42(3):139-156
This study examined family problems and problem solving among American Upper Midwest and Puerto Ricans participants. Thematic and chi-square analyses provide a snapshot of how diverse families experience similar macro problems in day-to-day endeavors. Responses to each macro issue or strategy also suggest ways that the two cultural groups relate to family problems differently. Puerto Rico participants described and discussed significantly more communication-related problems and they also identified communicating about the problem less as something they had thought about to resolve the problem than did Upper Midwest participants. The article discusses how micro level values are inherent in macrocultural family problems. 相似文献
8.
Grounded in the pragmatics of human communication perspective, the current study examined how disagreements and emotion function across cultural context in resolving conflict. Specifically, the research effort developed the Intercultural Conflict Style (ICS) inventory, a 36-item measure of intercultural conflict resolution style based on two core dimensions: Direct vs. indirect approaches to dealing with disagreements and emotionally expressive vs. emotionally restrained patterns for dealing with the affective dimension of conflict interaction. Confirmatory factor analysis (CFA) found the proposed two-factor model was a good fit to the data. Analysis of the CFA findings identified a final set of 18 direct/indirect items and 18 emotional expressiveness/restraint items. The direct/indirect scale obtained a coefficient alpha of .73 and the emotional expressiveness/restraint scale achieved .85 reliability. Validity testing of the scales found no significant effects by gender, education or previous intercultural living experience. A theoretical framework for understanding differences in conflict resolution styles grounded in the development of this inventory, a practical, four-quadrant intercultural conflict resolution style model is proposed based on high/low levels of directness and high/low levels of emotional expressiveness: (1) discussion style (direct & emotionally restrained), (2) engagement style (direct & emotionally expressive), (3) accommodation style (indirect & emotionally restrained) and (4) dynamic style (indirect and emotionally expressive). 相似文献
9.
The present study formulated a new theoretical model predicting emigration intentions in diaspora populations and tested it among Jews living in Russia. The study sample consisted of Jews and their relatives living in the vicinity of five large cities in Russia (n = 824). The results obtained demonstrated that a more negative attitude toward the country of residence and a more positive attitude toward the historical homeland were associated with stronger emigration intentions. A higher preference for the self-enhancement values and a lower preference for the conservation values were associated with stronger emigration intentions. The effect of the self-enhancement values on emigration intentions was complex: while their direct effect was positive, their indirect effect (through attitude toward Russia) was negative. The effect of the conservation values on emigration intentions was indirect (through attitudes toward Russia and Israel). Perceived socioeconomic conditions in the country of residence affected emigration intentions indirectly, through attitude toward Russia, whereby a higher level of perceived discrimination and a lower level of perceived economic conditions were associated with a less positive attitude toward Russia and stronger emigration intentions. Jewish identification also affected emigration intentions indirectly, through its positive connection with attitude toward Israel. Age negatively affected emigration intentions, both directly and indirectly (through its effect on values and perceived economic conditions). Religiosity and family ethnic composition affected emigration intentions indirectly, whereby a lower level of religiosity and a higher proportion of Jewish relatives in the family were associated with stronger emigration intentions. 相似文献
10.
This paper introduces the notion of contact with a multicultural past as a new type of indirect intergroup contact. It presents results of a study which evaluated the effects of an educational program utilizing the proposed framework. The program aimed to facilitate the engagement of Polish students (N = 427) with historical Jewish heritage in their places of residence. The intervention proved highly successful at increasing students' knowledge of and interest in local history which both contributed independently to an increased inclusion of the outgroup (Jews) in the self and in turn to more positive attitudes towards them. The implications of using contact with a multicultural past in societies with low levels of direct intergroup contact are discussed. 相似文献
11.
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
12.
13.
The complexity of learning science rests in the fact that it not only possesses a unique lexicon and discourse but also that it ultimately entails a way of knowing. This article involves a case study that examines the academic engagement and perceptions of a group (N = 30) of high school students regarding their science literacy practices. These students were participating in an Engaging Latino Communities in Education (ENLACE) program whose purpose is to increase Latina/o high school graduation rates and assist them with college entrance requirements. The students were enrolled in different science classes to fulfill the science requirements for graduation. The primary research question—What kind of science classroom learning environment supports science-literate identities for ENLACE students?—was juxtaposed with a corollary question: What does multicultural education mean for the science classroom? We incorporate Banks's (2016) five dimensions of multicultural education as interpretative lenses. Overall findings suggest that when Latina/o students are engaged in meaningful laboratory investigations and inquiry activities and when the teaching resembles that of culturally responsive instruction, they are more likely to develop a science-literate identity. 相似文献
14.
Predicting adjustment of U.S. college students studying abroad: Beyond the multicultural personality
This longitudinal path analysis tested Yakunina et al.’s (2012) partially mediated model of the relationship between the five multicultural personality factors (MPQ) measured at Time 1 and psychological adjustment measured at Time 2 in 120 U.S. students studying in Costa Rica for a semester. With the addition of other individual and social variables, this model also was tested as a predictor of students’ sociocultural adjustment. Individual (multicultural personality traits, openness to diversity, study abroad goals, language proficiency), social (homestay experience, amount of contact with co-nationals, amount of contact with locals), and structural factors (participation in structured group programs) were considered. Results for psychological adjustment mostly supported Yakunina et al.’s findings except for the relationship between openness to diversity and adjustment, raising the question of whether level of openness to diversity itself changes over the course of the study abroad experience. For sociocultural adjustment, a partially mediated model was the best fit, with social interaction with locals serving as a mediator of students’ MPQ level of open-mindedness and the quality of the homestay experience. Level of language ability at Time 1 was a direct predictor of this type of adjustment. Thus, the two types of adjustment have different predictors, with language proficiency and social interactions with locals being most important for sociocultural adjustment. Implications of the results for study abroad programs and future research are discussed. 相似文献
15.
Studying cultural differences in argument forms helps us understand the nature of communicative problems that inevitably arise in intercultural conflict and negotiation. Although a number of studies have been conducted in the past to examine cultural differences in arguments, we still do not have sufficient evidence to support that cultural groups actually differ in the manners in which they construct arguments. Given the situation, this study empirically examines whether and how cultural groups differ in forms of written arguments. Based on the theoretical framework of verbal communication styles proposed by Gudykunst and Ting-Toomey, this study employs two dimensions along which two cultural groups, Japan and the United States, are likely to differ: direct–indirect and elaborate–succinct. Five indicators of argument forms that represent values on either of the two dimensions are used to analyze differences in argument forms between the two cultural groups. A survey was conducted in Japan and the United States. A total of 329 responses from college students, including 239 from Japan and 90 from the United States, were analyzed to test the hypotheses offered in this study. Consistent with the hypotheses, results indicate that the arguments written by the Japanese respondents are significantly more indirect and succinct those written by the U.S. counterparts. The implications of these findings for future research are discussed. 相似文献
16.
Studying abroad far away from family and friends may put young people at particular risk of experiencing loneliness. From this perspective, behavioral strategies to deal with the challenges of a new living environment have important implications for the development of loneliness over the course of an educational stay abroad. This study investigates adolescents’ experience of loneliness over the course of a school year abroad, as well as the longitudinal interplay between loneliness and the sojourners’ host- and home-cultural behavioral engagement. To that end, we analyzed data from 1,225 student sojourners using latent growth curve models and cross-lagged panel models. Participants were surveyed four times before and during the student exchange period using online questionnaires. Our results showed that loneliness increased during the transition from home to the host country but decreased again afterwards. Host-cultural behavioral engagement predicted lower levels of loneliness by a direct effect, whereas home-cultural behavioral engagement predicted higher levels of loneliness by a time-lagged indirect effect via host-cultural behavioral engagement. Implications for acculturation and loneliness research, and practical implications for the support of student sojourners are discussed. 相似文献
17.
Todd L. Sandel 《Journal of Intercultural Communication Research》2014,43(1):1-29
This study investigates the perceptions and interpretations of social media and online communication by students engaged in study abroad programs. In-depth interviews were conducted and analyzed with 23 American and international students who completed or were engaged in a study abroad program. Results suggest that online communication enhanced the students’ experience, providing help with sociocultural skills, informational needs, relational bonds, and psychological well-being. Different platforms were preferred when communicating with friends versus family and intimates. Online communication between co-nationals from the student’s home country buffered both the sojourning student’s acculturative stress, and the stress and concern of distant family members. 相似文献
18.
《Journal of Intercultural Communication Research》2013,42(2):93-110
The present study examined Japanese college students’ ( N ?=?476) use of sexually explicit material (SEM) and associations with perceptions of women as sex objects and sexually permissive attitudes. Results indicate that Japanese college students used print media most frequently as a source for SEM followed by the Internet and the television/video/DVD. Male participants used SEM significantly more than females. In addition, sexual preoccupancy mediated the relationship between exposure to SEM and perceptions of women as sex objects, whereas exposure to SEM in mass media had a direct association with Japanese participants’ sexually permissive attitudes. 相似文献
19.
This study adopted the psychological and emotional perspective of terrorism and the way it influences the psychological adjustment of international students in Pakistan. We investigated the effect of fear of terrorism, state negative affect, and emotional support on students’ psychological distress. Low psychological distress represented higher levels of psychological adjustment. Data was collected using a self-administered questionnaire from 121 internationals students of 18 different countries enrolled in a public university of Lahore city with a mean age of 21.7 years. A two-stage analysis was conducted by variance-based structural equation modeling technique in SMART PLS 3.2 software. Adequate convergent and discriminant validity of the latent constructs were ensured, and no evidence was found for common method bias. The results of structural model revealed that fear of terrorism is a positive and significant predictor of student’s psychological distress, which is fully mediated by state negative affect. Emotional support was negatively related to psychological distress and moderated the relationship between state negative affect and psychological distress. Conditional process modeling using process macro revealed that emotional support also moderated the indirect effect of fear of terrorism on distress mediated by negative affect. A significant contribution of this research is to investigate fear of terrorism as a stressor in international student’s acculturation research. Negative emotional state plays an intermediary role in relating fear with psychological wellbeing of international students while emotional support can be a potent coping resource. Several implications, limitation and future research recommendations are also discussed. 相似文献
20.
In an effort to humanize students of color in teacher education research, this study shifts away from the question, “How can we add students of color?” and instead asks, “How might teacher education programs be transformed to make space for students of color?” To begin, we articulate an ethnic studies critique for teacher education based on the demands for ethnic studies in the late 1960s. We then apply this critique in an analysis of the experiences of twelve preservice teachers of color. We argue that teacher education may be structured—institutionally and ideologically—to hinder the success of preservice teachers of color. We conclude with three suggestions for teacher education grounded in the ethnic studies critique, which offers an alternative paradigm for thinking of students of color beyond numbers and statistics. 相似文献