scholarly journals Assessing changes in mood state in university students following short-term study abroad

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0261762
Author(s):  
Tsukasa Yamanaka ◽  
Noriko Yamagishi ◽  
Norberto Eiji Nawa ◽  
Stephen J. Anderson
Keyword(s):  
Study Abroad ◽  
University Students ◽  
Satisfaction With Life ◽  
Mood State ◽  
Mood States ◽  
Satisfaction With Life Scale ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
The Impact

Short-term study-abroad (STSA) programs provide a more accessible alternative for students who would otherwise not consider engaging in academic activities overseas. Though improvements in the levels of intercultural sensitivity and general academic aspects attained by STSA programs have been previously examined, much less is known regarding the impact such programs have in the mood of students. Here, we examined changes in mood state associated with participation in an STSA program in a group of Japanese university students. Mood states were assessed using the Profile of Mood States (POMS), the Satisfaction With Life Scale (SWLS), and the Gratitude Questionnaire (GQ-6). Results indicated that the POMS mean scores of Vigor-Activity and SWLS peaked at the time immediately following participation in the STSA program; moreover, the same scores were found to be at comparable levels even one month after the end of the program. These results indicate that participation in STSA programs can positively influence the mood state of university students, suggesting that the benefits associated with participation in such programs extend beyond typically reported improvements in the academic domain.

scholarly journals The Impact of Short-Term Study Abroad on Online Learners

2020 ◽  
Vol 11 (Winter) ◽  
pp. 145-149
Author(s):  
Jennifer Malerich
Keyword(s):  
Online Education ◽  
Study Abroad ◽  
Assessment Tool ◽  
Professional Status ◽  
Short Term ◽  
Online Learners ◽  
Term Study ◽  
Design Elements ◽  
Short Term Study ◽  
The Impact

Even in countries with high availability of higher education, students increasingly choose online education over in-person immersion learning. As online learners begin to study abroad little is known about their motivations for, or professional and academic expectations of, the experience, nor the impact of their participation. The author hypothesizes that when compared to the traditional in-person immersion student, online study abroad students have distinct motivations and expectations due to their life experience, professional status and personal goals and also undergo greater growth in areas such as tolerance, critical thinking and global awareness. This research uses surveys, a standardized assessment tool, interviews and focus groups to incorporate both quantitative data and qualitative data in an attempt to understand the profile of the online student participating in a short-term study abroad program, their motivations and expectations, and resulting outcomes. Implications include identifying program design elements specific to the needs of online learners.

Changing Hong Kong university students’ national identity through studying abroad

2019 ◽  
Vol 8 (2) ◽  
pp. 233-247 ◽  
Author(s):  
Annie Cheng ◽  
Elson Szeto
Keyword(s):  
Hong Kong ◽  
National Identity ◽  
Study Abroad ◽  
University Students ◽  
Short Term ◽  
Term Study ◽  
Content Type ◽  
Studying Abroad ◽  
Short Term Study

Purpose The purpose of this paper is to explore whether there are any effects on Hong Kong university students’ national identity after short-term study abroad. If so, what sources of influence from the short-term study abroad programme contribute to the students’ change in national identity? Design/methodology/approach Using the case study approach, 85 students completed a questionnaire, and a small group of 12 students were invited to individual interviews for further investigation. Findings Results show that the students’ perceptions of national identity are multiple and complicated through the lens of four components of national identity. The responses of students’ perceptions of change in identity were pointed to three statements: “feeling prouder of being Chinese”, “Hongkongers are very different from mainland Chinese” and “no change in my views of national identity”. The influences of study abroad experiences on national identity varied, dependent on the students’ interaction with the local and non-local people, and reflection on their own identity, whether on the cultural or political differences or on national achievements. Research limitations/implications The findings of this study can inform educators and administrators to enhance profound short-term study abroad experience for the students. The limitation of this case study is that it is concerned with understanding how small numbers of students construct meaning from their individual experience. It is recommended that studies with larger sampling sizes be conducted to investigate students’ perceptions of their national identity before and after studying abroad. Originality/value Considering the increasing number of Hong Kong youths who have participated in these short-term study-abroad programmes in higher education, the findings of this study are significant in terms of awakening the students’ taken-for-granted national identity, if any. The programme serves as a means of triggering the students’ feelings and emotions regarding their identity in different national, social and cultural contexts. This can inform policy makers, educational administrators and teachers to formulate an appropriate national education curriculum for the youth.

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