Can Earning Academic Credits be Enjoyable? Positive Psychology in a University Course of Intercultural Communication

The paper summarises the findings concerning the dynamics of intercultural communication difficulties in FL students. The author studies the concept of the communicative competence in the intercultural context, its key components and determining factors as well as describes typical communicative difficulties that hinder intercultural interaction. The study identified the frequency of the said communication difficulties in students’ communication in a foreign language at different stages of their university course.

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A University Course of Intercultural Communication: Fostering Students’ Skills and Competence

10.22616/reep.2019.019 ◽

2019 ◽

Author(s):

Lilia Raitskaya ◽

Elena Tikhonova

Keyword(s):

Intercultural Communication ◽

University Course

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Intercultural Communication and Language Pedagogy

10.1017/9781108780360 ◽

2020 ◽

Author(s):

Zsuzsanna I. Abrams

Keyword(s):

Intercultural Communication ◽

Language Pedagogy

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Assessing Self-Efficacy in Presentation and Moderation Skills

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000423 ◽

2019 ◽

Vol 35 (4) ◽

pp. 564-576 ◽

Cited By ~ 3

Author(s):

Tobias Ringeisen ◽

Sonja Rohrmann ◽

Anika Bürgermeister ◽

Ana N. Tibubos

Keyword(s):

Construct Validity ◽

Self Efficacy ◽

Self Report ◽

Factor Analyses ◽

Confirmatory Factor Analyses ◽

Confirmatory Factor ◽

Constructed Self ◽

University Course ◽

Correlated Factors ◽

Report Measure

Abstract. By means of two studies, a self-report measure to assess self-efficacy in presentation and moderation skills, the SEPM scales, was validated. In study 1, factorial and construct validity were examined. A sample of 744 university students (41% females; more than 50% between 20 and 25 years) completed newly constructed self-efficacy items. Confirmatory factor analyses (CFAs) substantiated two positively correlated factors, presentation (SEPM-P) and moderation self-efficacy (SEPM-M). Each factor consists of eight items. The correlation patterns between the two SEPM subscales and related constructs such as extraversion, the preference for cooperative learning, and conflict management indicated adequate construct validity. In study 2, criterion validity was determined by means of latent change modeling. One hundred sixty students ( Mage = 24.40, SD = 4.04; 61% females) took part in a university course to foster key competences and completed the SEPM scales at the beginning and the end of the semester. Presentation and moderation self-efficacy increased significantly over time of which the latter was positively associated with the performance in a practical moderation exam. Across both studies, reliability of the scales was high, ranging from McDonald’s ω .80 to .88.

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