scholarly journals Fostering cultural competence awareness and dispositions to reach thirdness or decentering by engaging in intercultural dialogue

2020 ◽  
Vol 28 (1) ◽  
pp. 26
Author(s):  
Maria Villalobos-Buehner
Keyword(s):  
University Students ◽  
Cultural Awareness ◽  
The Other ◽  
Control Group ◽  
Self Awareness ◽  
Cultural Representations ◽  
Trained Group ◽  
College Life ◽  
Video Recordings ◽  
The Usa

<p>The goals of this research were twofold. First, to measure changes in cultural awareness levels between two groups of students in their third semester of a Spanish class. The trained group formed by university students from the USA collaborated with another group of university students from Colombia using Skype. The second aim was to identify attitudes of decentering or thirdness in the trained group. This group met seven times during a 13-week semester to discuss a variety of cultural topics such as college life and daily routines. The control group addressed the same issues by examining them among members of the same class and answered a pre-and post-self-awareness questionnaire. Mixed factorial analysis of variance (ANOVA) results showed a significant increase in interculturality scores in the trained group. Furthermore, the qualitative analysis of the video recordings, essays, and video chats from the trained group showed dispositions to <em>decentering</em> (<em>thirdness</em>) or to engage in an understanding process of the other (Kramsch, 1993). This group exhibited attitudes of curiosity and openness during the Skype sessions. Their essays were elaborate; the topics were varied, indicating the experience of productive social interactions. This group also avoided the use of essentialist or static cultural representations of the other in their narratives.</p>

scholarly journals Fostering cultural competence awareness by engaging in intercultural dialogue – a telecollaboration partnership

2019 ◽  
pp. 379-384
Author(s):  
María Villalobos-Buehner
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Cultural Awareness ◽  
English Language ◽  
Intercultural Dialogue ◽  
Control Group ◽  
Self Awareness ◽  
Trained Group ◽  
Group Control Group ◽  
Experimental Group

This study measured changes in cultural awareness levels between two groups of US students in their third semester of a Spanish class. One group (experimental group) collaborated via Skype with a group of English language learners from a Colombian university and the other group (control group) did not. The experimental group met seven times during the semester to discuss a variety of cultural topics such as health care and gastronomy. The control group addressed the same topics by examining them among members of the same class. Both groups answered a pre and post self-awareness questionnaire. Mixed factorial analysis of variance (ANOVA) results showed significant differences between the two groups. There was no change in scores from pretest to posttest for the control group, but scores in the trained group increased significantly. Students from the treatment group show substantial gains in skills, knowledge, and awareness of themselves in their interactions with others in one semester.

Bridging Academic and Industry Skills via Digital Collaboration

2022 ◽  
pp. 21-43
Author(s):  
Tara Madden-Dent
Keyword(s):  
Training Program ◽  
Cultural Awareness ◽  
Leadership Skills ◽  
Control Group ◽  
Self Awareness ◽  
Cultural Relations ◽  
Management Skills ◽  
Social Emotional ◽  
New Strategy ◽  
Research Findings

As culturally responsive, social-emotional learning (SEL) competencies continue being essential skills in a 21st century workforce, both university and industry will continue placing greater focus on effective training for students and employees to strengthen workforce readiness. The following chapter introduces one example of how Polish Fulbright scholars prepared for a U.S. assignment through a digital training program, taken before participants departed their home country, as a way to support post arrival integration, safety, and success in the U.S. Compared to the control group, research findings from this phenomenological research study indicated that the four-week training program supported increases in self-awareness and self-management skills, social skills and cultural awareness, English communication skills, academic and professional readiness skills, and responsible decision-making skills in the treatment group. This study contributes one new strategy to strengthen internationalization efforts, global leadership skills, and cross-cultural relations.

Further Observation on Study Difficulty in University Students Including ‘Syllabus-Boundness’

1976 ◽  
Vol 129 (6) ◽  
pp. 598-603 ◽  
Author(s):  
C. J. Lucas ◽  
Sidney Grown ◽  
Peter Stringer ◽  
Saradha Supramaniam
Keyword(s):  
Principal Component Analysis ◽  
Academic Success ◽  
University Students ◽  
Negative Relationship ◽  
Principal Component ◽  
The Other ◽  
Control Group ◽  
Psychiatric Symptomatology ◽  
Significant Negative Relationship ◽  
Seeking Help

SummaryThe UCLS questionnaire, in a form modified to include a measure of syllabus-boundness, and a questionnaire to measure psychiatric symptomatology (the MHQ) were administered to two groups of students, one seeking help for emotional problems, the other a control group. Groups were compared on tests, test findings were inter-correlated, and scores were related to academic success. The UCLSQ is confirmed as a reliable research instrument. Principal component analysis again indicates a separation of psychoneurotic and motivational components of study difficulty. Syllabus-boundness (‘Sylbism’) emerges as a relatively independent trait, with a significant negative relationship to work satisfaction in both groups. MHQ, scores again show a positive correlation between phobic anxiety and academic attainment for patients.

scholarly journals University Students Attitudes: Croatia Versus Turkey

2011 ◽  
Vol 7 (2) ◽  
pp. 23-32
Author(s):  
Norman V. Schnurr ◽  
Stanko Racic ◽  
Tomislav Gelo
Keyword(s):  
University Students ◽  
Business School ◽  
T Test ◽  
The Other ◽  
School Students ◽  
Significant Difference ◽  
The Usa ◽  
Males And Females ◽  
Students Attitudes ◽  
Future Business

We surveyed Croatian and Turkish business school students, from universities emphasizing globalization, to analyze whether consideration for travel to the USA is affected by attitude toward their own country and the USA The results from comparing and contrasting differences between these countries and differences between males and females in each country - and their counterparts in the other country - may also give an outlook to future business relationships between the USA and these countries. Based on a t-test, Croatian students ratings of the USA were significantly more positive, but there was no statistically significant difference in expectations to travel to the USA.

The metacognitive awareness listening questionnaire as a metacognitive-raising tool: Does it work?

2015 ◽  
Vol 5 (1) ◽  
pp. 101 ◽  
Author(s):  
Rahman Sahragrard ◽  
Ali Kushki ◽  
M. Miri ◽  
Farzad Mahmooudi
Keyword(s):  
University Students ◽  
Repeated Exposure ◽  
Metacognitive Awareness ◽  
The Other ◽  
Control Group ◽  
Efl Learners ◽  
Other Hand ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The present study aimed at exploring the influence of a repeated exposure to the Metacognitive Awareness Listening Questionnaire (MALQ) on EFL learners’ level of metacognitive awareness. Participants of the study were forty intermediate university students who were randomly assigned to experimental (n=20) and control (n=20) groups. The experimental group completed MALQ in odd sessions (seven sessions in total) across a semester. The control group, on the other hand, completed it in the first and last sessions of the course as pre-test and post-test, respectively. Results of the study showed that the questionnaire benefited the experimental group in a statistically significant way. Also, findings of the study revealed that less-skilled participants of the experimental groups benefited from the treatment more in comparison to their more-skilled counterparts in the experimental group. Keywords: MALQ, metacognitive instruction, metacognitive awareness

scholarly journals Are Crashes Good or Bad for NASCAR Sponsors?

2016 ◽  
Vol 6 (3) ◽  
pp. 48
Author(s):  
Sanghak Lee
Keyword(s):  
University Students ◽  
Sensation Seeking ◽  
The Other ◽  
Favorable Attitude ◽  
Brand Awareness ◽  
Control Group ◽  
Brand Recall ◽  
Research Participants ◽  
Experimental Group ◽  
Positive Impacts

<p>The purpose of the present research is to examine the influence of accidents (i.e., car crashes) on sponsorship effects (i.e., brand recall and attitude toward the brand) in NASCAR racing. An experiment was conducted with two types of experimental videos, one with a crash and the other with no crash. A total of 239 university students were divided into an experimental group and a control group. The research participants watched one of two types of videos and responded to a questionnaire. The results concluded that watching a crash increased brand recall, but it did not have an impact on attitude toward the brand. Another analysis revealed, however, experiment participants who watched a crash formed favorable attitude toward the sponsoring brand if their sensation seeking and sport fandom were high. These findings implies that an accident actually has positive impacts on sponsorship effects such as brand awareness and attitude toward the brand.</p>

THE DUAL NATURE OF THE EPQ LIE SCALE? A STUDY AMONG UNIVERSITY STUDENTS IN ISRAEL

1991 ◽  
Vol 19 (4) ◽  
pp. 217-222 ◽  
Author(s):  
Yaacov J. Katz ◽  
Leslie J. Francis
Keyword(s):  
University Students ◽  
The Other ◽  
Social Conformity ◽  
Dual Nature ◽  
Cultural Contexts ◽  
The Usa

A series of earlier studies, conducted in England, Australia and the USA has suggested that the EPQ lie scale contains two empirically distinct components, one functioning partly as an index of socially conforming behavior and the other functioning as a purer index of lying or dissimulation less contaminated by social conformity. The present study among a sample of 190 Hebrew speaking Israeli students fails to confirm these earlier findings. The conclusion is drawn that the lie scale may function somewhat differently in different cultural contexts.

scholarly journals TWO POLES OF ETHNIC IDENTITY OF UNIVERSITY STUDENTS OF THE YAROSLAVL REGION

2020 ◽  
Vol 8 (3) ◽  
pp. 38-66
Author(s):  
Alexander S. Emelyanov ◽  
Keyword(s):  
Ethnic Identity ◽  
University Students ◽  
Local Population ◽  
The Other ◽  
Modern World ◽  
Self Awareness ◽  
Central Russia ◽  
Other Hand ◽  
The One ◽  
Former Ussr

This article examines the features of the types of ethnic identity of university students in the Yaroslavl region. The author points out the insufficient effectiveness of the current policy of fostering tolerance and interethnic friendship. The processes of globalization and leveling of the national self-awareness of ethnic groups taking place in the modern world, on the one hand, and the growing need to preserve ethnic culture, on the other hand, are to a certain extent manifested in the example of university youth in one of the regions of Central Russia. The study of the features of this problem was carried out by the author on the basis of a questionnaire survey of about 900 students using domestic methods. The research results are grouped into six types: ethnonihilism, ethnic indifference, positive ethnic identity, ethno-egoism, ethno-isolationism, ethnophanaticism. The geographical approach allows us to see some qualitative differences in relation to a number of the questions raised among students representing more than 40 peoples of Russia, the republics of the former USSR, foreign Asia, Africa, and foreign Europe. A certain emphasis is placed on identifying one of the negative manifestations in the youth environment - ethnofanaticism among Azerbaijani, Armenian, Kazakh, Russian, Tajik, and Turkmen students. The polarity of the studied phenomena of ethnonihilism and ethnophanaticism is compared, first of all, using the example of russian and tajik youth. Attention is drawn to the desire to preserve the foundations of life in an unchanged form with a noticeable role of Islam among tajik students. On the other hand, among the russian respondents, ethnicity is not so actualized, it is close to western cultural norms. In the context of the mosaic nature of the information space, contacts with multilingual peers receiving education at the universities of the Yaroslavl Upper Volga region, interethnic attitudes and stereotypes are consolidated for subsequent adulthood. The formation of a positive ethnic identity in the host of migrants with educational, labor goals of the local population is an urgent need.

scholarly journals Impact of a Digital Intervention for Literacy in Depression among Portuguese University Students: A Randomized Controlled Trial

Healthcare ◽  
2022 ◽  
Vol 10 (1) ◽  
pp. 165
Author(s):  
Lersi D. Durán ◽  
Ana Margarida Almeida ◽  
Ana Cristina Lopes ◽  
Margarida Figueiredo-Braga
Keyword(s):  
University Students ◽  
Controlled Trial ◽  
Study Groups ◽  
The Other ◽  
Control Group ◽  
Post Intervention ◽  
Text Format ◽  
Significant Difference ◽  
Study Participants ◽  
The Impact

Digital interventions are important tools to promote mental health literacy among university students. “Depression in Portuguese University Students” (Depressão em Estudantes Universitários Portugueses, DEEP) is an audiovisual intervention describing how symptoms can be identified and what possible treatments can be applied. The aim of this study was to evaluate the impact of this intervention. A random sample of 98 students, aged 20–38 years old, participated in a 12-week study. Participants were recruited through social media by the academic services and institutional emails of two Portuguese universities. Participants were contacted and distributed into four study groups (G1, G2, G3 and G4): G1 received the DEEP intervention in audiovisual format; G2 was given the DEEP in text format; G3 received four news articles on depression; G4 was the control group. A questionnaire was shared to collect socio-demographic and depression knowledge data as a pre-intervention method; content was then distributed to each group following a set schedule; the depression knowledge questionnaire was then administered to compare pre-intervention, post-intervention and follow-up literacy levels. Using the Scheffé and Least Significant Difference (LSD) multiple comparisons test, it was found that G1, which received the DEEP audiovisual intervention, differed significantly from the other groups, with higher depression knowledge scores in post-intervention stages. The DEEP audiovisual intervention, compared to the other formats used (narrative text format; news format), proved to be an effective tool for increasing depression knowledge in university students.

scholarly journals Pragmatic development in the instructed context

Pragmatics ◽  
2018 ◽  
Vol 28 (2) ◽  
pp. 217-252 ◽  
Author(s):  
Thi Thuy Minh Nguyen
Keyword(s):  
Treatment Group ◽  
University Students ◽  
Explicit Instruction ◽  
The Other ◽  
Control Group ◽  
Pragmatic Development ◽  
Post Test ◽  
Long Term Impact ◽  
And Control

Abstract This article reports an eight-month investigation into the long-term impact of explicit instruction on the learnability of different aspects of email requests by a group of Vietnamese university students. Two intact classes were randomly assigned to the treatment (N = 13) and control conditions (N = 19). Over a four-week period, the treatment group received six hours of instruction which comprised consciousness-raising, meta-pragmatic explanation, repeated output practice and teacher feedback. The control group, on the other hand, only followed the usual syllabus. Results of the study indicate that the treatment group obtained significantly greater pre-to-posttest gains than the control group, and that their improvement was retained by the time of the eight-month delayed post-test. Despite the learners’ overall progress, however, it was also found that different aspects of their performance appeared to respond differently to instruction. The article supports the need for instruction of email politeness and discusses implications for future pedagogy and research.

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