Study Abroad Soundtracks: Exploring the Role of Music in Cross-Cultural (Re)adaptation among U.S. and International Students

2022 ◽  
pp. 1-18
Author(s):  
Alice Fanari ◽  
Heather Gahler ◽  
Tiana Case ◽  
Hyeonchang Gim ◽  
Jake Harwood
Keyword(s):  
International Students ◽  
Study Abroad ◽  
Cross Cultural

Suicidal Ideation Among International Students: The Role of Cultural, Academic, and Interpersonal Factors

2021 ◽  
pp. 001100002110024
Author(s):  
Andrés E. Pérez Rojas ◽  
Na-Yeun Choi ◽  
Minji Yang ◽  
Theodore T. Bartholomew ◽  
Giovanna M. Pérez
Keyword(s):  
International Students ◽  
Suicidal Ideation ◽  
Structural Equation ◽  
Structural Equation Models ◽  
The United States ◽  
Cross Cultural ◽  
Thwarted Belongingness ◽  
Perceived Burdensomeness ◽  
Using Data

We examined two structural equation models of international students’ suicidal ideation using data from 595 international students in two public universities in the United States. The models represented competing hypotheses about the relationships among discrimination, cross-cultural loss, academic distress, thwarted belongingness, perceived burdensomeness, and suicidal ideation. The findings indicated there were direct, positive links between discrimination, cross-cultural loss, and academic distress to perceived burdensomeness; a direct, positive link between perceived burdensomeness and suicidal ideation; and indirect, positive links between discrimination, cross-cultural loss, and academic distress to suicidal ideation via perceived burdensomeness. The only predictors that related to thwarted belongingness were cross-cultural loss and academic distress, and there were no indirect links to suicidal ideation via thwarted belongingness. In fact, with all other variables in the model, thwarted belongingness was unrelated to suicidal ideation. Finally, academic distress was directly related to suicidal ideation. We discuss implications of the findings.

scholarly journals Study Abroad Objectives and Satisfaction of International Students in Japan

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Matthias Hennings ◽  
Shin Tanabe
Keyword(s):  
International Students ◽  
Study Abroad ◽  
Student Satisfaction ◽  
Language Skills ◽  
Cross Cultural ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Short Term Study ◽  
Cultural Skills

Many Japanese universities have created short-term study abroad programs with the aim of offering a satisfying study abroad experience to international students. Based on a survey of 131 international students, this paper analyzes these students’ objectives and their relation to student satisfaction. As the results show, many students regard their experience of living in Japan as more important than their academic pursuits. Furthermore, for students with prior knowledge of Japanese, improving language skills tends to result in higher satisfaction, while for students who do not speak the local language, achieving cross-cultural skills is a major factor for having a satisfying experience.

scholarly journals The role of self-determined motivation and goals for study abroad in the adaptation of international students

2007 ◽  
Vol 31 (2) ◽  
pp. 199-222 ◽  
Author(s):  
Valery Chirkov ◽  
Maarten Vansteenkiste ◽  
Ran Tao ◽  
Martin Lynch
Keyword(s):  
International Students ◽  
Study Abroad

scholarly journals Comparing International Student Friendship Networks in Buenos Aires: Direct Enrollment Program vs. Study Abroad Centers

2016 ◽  
Vol 27 (1) ◽  
pp. 47-69 ◽  
Author(s):  
Blake Hendrickson
Keyword(s):  
International Students ◽  
Study Abroad ◽  
Host Country ◽  
Cultural Adaptation ◽  
International Student ◽  
Buenos Aires ◽  
Cross Cultural ◽  
Friendship Networks ◽  
Cross Cultural Adaptation ◽  
The Cross

A robust pattern identified in the cross-cultural adaptation and international education literature shows that upon arrival in a new cultural environment international students tend to form new friendships with individuals from their own countries while failing to develop relationships with those from the host country. This is problematic considering that communication with host nationals lies at the heart of the cross-cultural adaptation process and host national friendship is associated with a diverse set of positive outcomes. A historical debate among university administrators, international educators, and scholars as to the most effective way to arrange study abroad initiatives pivots around the amount of interaction that students have with the local culture. In order to examine the impact that study abroad program models have on friendship networks this study employs a mixed-method, longitudinal strategy to compare the friendship networks of 105 international students enrolled in 10 different study abroad programs and universities in Buenos Aires, Argentina. Results show that students studying directly at Argentine Public and Private Universities have significantly more Argentine and other international student friends while students in US-based Island programs have significantly more friends form their own country. These findings reveal the central role that study abroad administration plays in the interpersonal interaction that international students have with individuals from the host country, provide several explanations for the current trends, and give implications for study abroad administration.

scholarly journals Unfulfilled Expectations: Influence of Chinese International Students’ Roommate Relationships on Sense of Belonging

2016 ◽  
Vol 6 (3) ◽  
pp. 762-778
Author(s):  
Christina W. Yao
Keyword(s):  
International Students ◽  
Interpersonal Relationships ◽  
Sense Of Belonging ◽  
Cross Cultural ◽  
Social Connections ◽  
Domestic Students ◽  
American Students ◽  
Residential Living ◽  
Meaningful Connections

Findings from this study indicate that more attention must be given to Chinese students’ interpersonal relationships with domestic students, particularly when considering the role of daily cross-cultural interactions in residential living. Participants who wanted American roommates anticipated an easier transition to U.S. culture. However, making meaningful connections with American students proved to be more challenging than anticipated. Participants reported that cultural differences within their residence hall room led to difficulty with communication and social connections.

The Role of a Study Abroad Course in Undergraduate Social Work Education

1998 ◽  
Vol 4 (1) ◽  
pp. 61-71 ◽  
Author(s):  
Elisabeth Reichert
Keyword(s):  
Social Work ◽  
Study Abroad ◽  
Social Work Education ◽  
Social Work Students ◽  
Cross Cultural ◽  
Important Place ◽  
Work Education

Developing an instructive and useful study abroad course for undergraduate social work students presents an unusual challenge. In this paper, the author addresses issues involving the study abroad course and concludes that such a course can occupy an important place in social work education. The author also provides a model for assisting educators in designing their own study abroad course. Cross cultural and educational exchanges fostered by a study abroad course can promote an ongoing involvement by students and faculty in the international arena of social work.

scholarly journals Sustaining International Students’ Learning of Chinese in China: Shifting Motivations among New Zealand Students during Study Abroad

2020 ◽  
Vol 12 (15) ◽  
pp. 6289 ◽  
Author(s):  
Yang (Frank) Gong ◽  
Mengyao Ma ◽  
Tien Ping Hsiang ◽  
Chuang Wang
Keyword(s):  
New Zealand ◽  
International Students ◽  
Study Abroad ◽  
Language Learning ◽  
Educational Stakeholders ◽  
Language Learning Motivation ◽  
Chinese Language Learning ◽  
Motivation For Learning ◽  
Before And After

This paper reports on an inquiry that examined groups of New Zealand students’ motivational shifts related to learning Chinese before and after relocation to China. In the inquiry, we encouraged 15 participants to write reflective journals and conducted two rounds of interviews before and after their study abroad trip to China. The analysis revealed that most participants had their motivation enhanced by the trip, and expected to sustain their heightened motivation for learning Chinese in the future. The findings suggest that the participants’ motivational shifts happened during their period of study abroad in China, and were prompted by their new pedagogical environment and individual learning experiences. In other words, the motivational enhancement emerged from ongoing interactions between the participants’ L2 self-concepts (e.g., ideal L2 selves) and learning and sociocultural contexts in China. These findings offer fresh insights into the dynamic nature of Chinese language learning motivation and the role of formal and informal settings in the participants’ learning of Chinese. They imply that educational stakeholders need to provide authentic communication opportunities and resources to enhance international students’ motivation for the sustainable learning of Chinese.

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