Travel Health Risk Perceptions and Prevention Behaviors of US Study Abroad Students

Although the significance of travel health risks is well documented, the process through which people assess their vulnerability and ultimately take on preventive measures needs clarification. The purpose of this article is to better understand factors underlying travelers’ health risk perceptions and their protective behavior. Using the health psychology literature, a conceptual model that incorporates multilevel psychological constructs was tested with 830 Australian outbound travelers. Worry was an important antecedent to both travel health risk perceptions and risk-protective behavior. Perceived control over health-related risks was not positively associated with risk perceptions but was positively associated with risk-protective behavior. Sensation-seeking propensity was negatively associated with risk perceptions but positively associated with risk-protective behavior. Travel risk perceptions mediated the relationship between the antecedents and risk-protective behavior. Implications for the design of health communication for industry and government are outlined, and future research avenues are also proposed.

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Life-Changing Experiences of Mothers with School-Age Children during the COVID-19 Pandemic: Focusing on Their Health Risk Perceptions and Health-Related Behaviors

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18094523 ◽

2021 ◽

Vol 18 (9) ◽

pp. 4523

Author(s):

Hye Jin Yoo ◽

JaeLan Shim ◽

Namhee Kim

Keyword(s):

Health Risk ◽

Risk Perceptions ◽

Qualitative Content Analysis ◽

School Age Children ◽

School Age ◽

Individual Interviews ◽

The Family ◽

Health Related Behaviors ◽

Health Related ◽

Prevention Methods

This study aimed to explore health risk perceptions, changes in health-related behaviors, and life experiences of mothers with school-age children during the early coronavirus disease (COVID-19) pandemic. Data were collected between 16 July and 10 September 2020, by individual interviews and analyzed through qualitative content analysis. After the twelve participants’ experiences were analyzed, four themes and ten sub-themes were derived. The four themes were: “Struggling to identify the substance of COVID-19,” “Taking the initiative to protect the health of the family,” “Frustrated by the brutal reality of no end in sight,” and “Trying to adjust wisely to an inevitable new lifestyle.” The findings suggest that while the world remains in an ongoing battle with COVID-19, national health institutions should prepare a health education system for specific infection prevention methods that can be practiced by individuals in daily life.

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Promoting intercultural competence in study abroad students

European Journal of Psychology of Education ◽

10.1007/s10212-021-00554-0 ◽

2021 ◽

Author(s):

Christian Tarchi ◽

Alessio Surian

Keyword(s):

Study Abroad ◽

Cultural Differences ◽

Active Control ◽

Intercultural Competence ◽

Critical Incident ◽

Conceptual Knowledge ◽

Studying Abroad ◽

Long Time ◽

Short Intervention ◽

Study Abroad Students

AbstractUniversities have been promoting study abroad programmes for a long time to improve intercultural competence. However, the mere exposure to cultural differences while studying abroad does not ensure intercultural competence, unless study abroad students’ reflective processes are explicitly targeted. The article presents the results of a short intervention grounded in the problem-based approach aimed at improving intercultural competence in study abroad students. Students were assigned to three conditions: a video-log condition (in which they have to narrate a critical incident occurred to them), a reflection-induced video-logs (in which they were prompted to reflect on the video-logs produced), and an active control condition. The reflection-induced video-log intervention improved students’ perceived proficiency in Italian and perceived opportunities for cultural reflection, but it did not contribute to improve students’ applicable and conceptual knowledge of intercultural competence.

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Assessing study abroad students’ intercultural sensitivity with narratives

European Journal of Psychology of Education ◽

10.1007/s10212-019-00417-9 ◽

2019 ◽

Vol 34 (4) ◽

pp. 873-894 ◽

Cited By ~ 1

Author(s):

Christian Tarchi ◽

Alessio Surian ◽

Colette Daiute

Keyword(s):

Study Abroad ◽

Intercultural Sensitivity ◽

Study Abroad Students

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Health risk perceptions and local knowledge of water-related infectious disease exposure among Kenyan wetland communities

International Journal of Hygiene and Environmental Health ◽

10.1016/j.ijheh.2018.08.003 ◽

2019 ◽

Vol 222 (1) ◽

pp. 34-48 ◽

Cited By ~ 16

Author(s):

Carmen Anthonj ◽

Bernd Diekkrüger ◽

Christian Borgemeister ◽

Thomas Kistemann

Keyword(s):

Infectious Disease ◽

Health Risk ◽

Local Knowledge ◽

Risk Perceptions ◽

Disease Exposure

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Innovations in Integrating Language Assistants: Inter-Collaborative Learning

Journal of language and Education ◽

10.17323/2411-7390-2018-4-4-54-62 ◽

2018 ◽

Vol 4 (4) ◽

pp. 54-62

Author(s):

Fumie Kato

Keyword(s):

Study Abroad ◽

Language Learners ◽

Native Speakers ◽

The United States ◽

Japanese Language ◽

Japanese Study ◽

Language Classes ◽

One Year ◽

Study Abroad Program ◽

Study Abroad Students

A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.

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