scholarly journals Domains of Cross-Cultural Adjustment

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Joana Campos ◽  
Luisa Helena Pinto ◽  
Thomas Hippler
Keyword(s):  
Higher Education ◽  
International Students ◽  
Descriptive Analysis ◽  
Cultural Adjustment ◽  
Cross Cultural ◽  
Confirmatory Factor Analyses ◽  
Adjustment Difficulties ◽  
Wide Range ◽  
Person Environment Fit ◽  
Confirmatory Factor

This study examines the dimensionality of a new measure of international students’ adjustment using a sample of 189 international students from a public European University. Drawing on earlier conceptualizations of cross-cultural adjustment as a person-environment fit and a previous scale measuring adjustment from the expatriate literature, this study shows that this scale can be meaningfully adapted to the higher education context. Confirmatory factor analyses identified a stable 8-factor structure with adequate psychometric properties. Descriptive analysis confirms that international students are fairly adjusted in a number of distinct domains. The findings provide criterion-related validity by showing positive associations between host social interaction and host connectedness and students’ adjustment. This study contributes offers a theoretically based scale that assesses international students’ adjustment on a wide range of dimensions. It puts forward a useful tool for higher education counsellors and support services to monitor international students’ adjustment and avoid adjustment difficulties.

scholarly journals Validación de la Escala del Proceso Enseñanza de la Técnica Deportiva por Pares en la educación superior (ETEPES) (Validation of the Peer Teaching Process in Sports Technique Scale in higher education (ETEPES))

Retos ◽  
2019 ◽  
pp. 284-290
Author(s):  
Javier Álvarez Medina ◽  
Victor Murillo Lorente ◽  
Jaime Casterad Seral ◽  
Alberto Nuviala Nuviala
Keyword(s):  
Higher Education ◽  
Descriptive Analysis ◽  
Peer Teaching ◽  
Educación Superior ◽  
Teaching Process ◽  
Confirmatory Factor Analyses ◽  
Educacion Superior ◽  
Confirmatory Factor ◽  
Reliable Instrument ◽  
Validity Tests

Las directrices del Espacio Europeo de Educación Superior indican que la enseñanza debe favorecer la adquisición de competencias y su transferencia posterior. Para ello es necesario diseñar modelos de enseñanza participativos que favorezcan el aprendizaje autónomo y reflexivo por parte de los alumnos. Se necesita construir herramientas para evaluar dicho proceso. El objetivo de esta investigación es validar una escala que permita reflexionar sobre el proceso de enseñanza-aprendizaje por pares de la técnica deportiva en el Grado de Ciencias de la Actividad Física y del Deporte. Los participantes en este estudio fueron un total de 276 alumnos. Se hizo análisis descriptivo de los ítems, análisis factorial exploratorio, análisis factorial confirmatorio, cálculo de la invarianza factorial y pruebas de validez. El resultado final fue un instrumento válido y fiable, con 6 dimensiones y 21 ítems que permiten obtener información sobre el proceso de enseñanza-aprendizaje por pares de los modelos técnico-tácticos de los deportes.Abstract. The guidelines of the European Higher Education Area indicate that education should favor the acquisition of skills and their subsequent transfer. To do this, it is necessary to teach participatory teaching models that favor autonomous and reflective learning. Therefore, evaluation tools need to be built in order to evaluate such process. The objective of this research is to validate a scale that allows reflecting on the process of peer teaching in sports technique within the Degree of Science of Physical Activity and Sports. The participants in this study were 276 students. Descriptive analysis of the items, exploratory and confirmatory factor analyses, factorial invariance calculation, and validity tests were run. The final result was a valid and reliable instrument, with 6 dimensions and 21 items that allowed obtaining information about the peer teaching process within sports technical-tactical models.

scholarly journals Cross-Cultural Factors That Influence Adjustment Process of International Students in Malaysian Public Universities

2020 ◽  
Vol 4 (5) ◽  
pp. 17-25
Author(s):  
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
International Students ◽  
Foreign Students ◽  
Public Universities ◽  
Cultural Adjustment ◽  
Cultural Factors ◽  
Cross Cultural ◽  
Adjustment Process ◽  
Research Survey

International students’ enrolment in higher education in Malaysia has expanded widely in scope, volume, and complexity, giving rise to a myriad of challenges and difficulties in their adjustment process, which have to be understood and addressed. In this study, the cross-cultural factors that influence psychological, sociocultural, and self-realization adjustments amongst international students studying in Malaysian public universities were examined. The purpose of this research was to gauge a better understanding of the difficulties and challenges encountered by them when pursuing higher education opportunities in Malaysian public universities, and how they had managed to overcome the necessary adjustments. A research survey based on 31item questionnaires was formulated. Stratified random sampling methodology was adopted in the distribution of 250 questionnaires, with a total of 218 responses received. Data were coded and analyzed using the Statistical Package for Social Sciences’ software. The variables, socio-cultural adjustment, and self-realization adjustment showed negative correlations towards their adjustment process. The outcomes should enable university faculties and staff to recognize foreign students’ needs, and effectively offer supportive campus resources and services to assist them in their adjustment process.

scholarly journals Effect of Support from Lecturers and Host Country Nationals on Cross-Cultural Adjustment among International Students: Evidence from a Malaysian University

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Hak Liong Chan ◽  
Abdul Rahman Yaakob ◽  
Saizal Pinjaman
Keyword(s):  
Higher Education ◽  
International Students ◽  
Host Country ◽  
Personal Development ◽  
Structural Equation ◽  
International Student ◽  
Sampling Technique ◽  
Cultural Adjustment ◽  
Cross Cultural ◽  
Three Dimensions

Pursuing higher education abroad is a golden opportunity for any student’s personal development; however, international students’ cross-cultural adjustment (CCA) can be onerous in a foreign country. The purpose of this study is to empirically examine the roles of perceived lecturer support and host country national (HCN) support in international students’ CCA in three dimensions, i.e. general, academic, and interaction. Adopting the purposive sampling technique, survey data was collected from a sample of 124 first-year international students in a Malaysian university. The results of the partial least squares structural equation modelling analysis showed that both perceived lecturer support and HCN support are influential in international students’ general, academic, and interaction adjustment. These findings suggest that higher education institutions should amplify the role of lecturers and HCNs to help international students adjust to the various cultural aspects in Malaysia. This study contributes to the literature by applying the anxiety and uncertainty management theory to validate the influence of support on CCA in the international student context.

scholarly journals Cross-Cultural Factors That Influence Adjustment Process of International Students in Malaysian Public Universities

2020 ◽  
Vol 4 (2) ◽  
pp. 30-38
Author(s):  
Bibi Noraini Mohd Yusuf ◽  
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
International Students ◽  
Foreign Students ◽  
Public Universities ◽  
Cultural Adjustment ◽  
Cultural Factors ◽  
Cross Cultural ◽  
Adjustment Process ◽  
Research Survey

International students’ enrolment in higher education in Malaysia has expanded widely in scope, volume, and complexity, giving rise to a myriad of challenges and difficulties in their adjustment process, which have to be understood and addressed. In this study, the cross-cultural factors that influence psychological, socio-cultural, and self-realization adjustments amongst international students studying in Malaysian public universities were examined. The purpose of this research was to gauge a better understanding of the difficulties and challenges encountered by them when pursuing higher education opportunities in Malaysian public universities, and how they had managed to overcome the necessary adjustments. A research survey based on 31-item questionnaires was formulated. Stratified random sampling methodology was adopted in the distribution of 250 questionnaires, with a total of 218 responses received. Data were coded and analyzed using the Statistical Package for Social Sciences’ software. The variables, socio-cultural adjustment, and self-realization adjustment showed negative correlations towards their adjustment process. The outcomes should enable university faculties and staff to recognize foreign students’ needs, and effectively offer supportive campus resources and services to assist them in their adjustment process.

International pharmacy students’ transition to Nottingham: Semi-structured interviews (Preprint)

2019 ◽  
Author(s):  
Yicong Liu
Keyword(s):  
International Students ◽  
Teaching Style ◽  
Cultural Adjustment ◽  
Independent Study ◽  
Cross Cultural ◽  
Pharmacy Students ◽  
Learning Ability ◽  
Structured Interviews ◽  
International Pharmacy ◽  
The Uk

BACKGROUND The transition from China to the UK can be challenging, and there is increasing concern among academics since cross-cultural learning and living may be a challenge for these students. OBJECTIVE To find out international pharmacy students’ worries and challenges as well as benefits on the transition experience from China to the UK. METHODS Semi-structured interviews were used to explore this group of students’ transition experiences. Selective transcription was done because of time limitations in the project. RESULTS The natural and cultural environment was the most pleasant experience for Tianjin students during this transition process. Cross-cultural adjustment and self-adaptability, as well as their autonomous learning ability were the main barriers for international students. CONCLUSIONS The difference between Asian and Western culture caused barriers for international students to fit into a new environment. In terms of integrating into local students, insufficient English language skills, culture shock and personality could be the influence factors. Moreover, the different teaching style and learning style could be the possible reasons for students having difficulty in an independent study. CLINICALTRIAL N/A

scholarly journals Cross-Cultural Validity of the “Classroom Motivational Climate Questionnaire”: Comparison between French and Spanish Students // Validez transcultural del «Cuestionario de Clima Motivacional de Clase»:comparación entre estudiantes franceses y españoles

2015 ◽  
Vol 20 (2) ◽  
pp. 227-246 ◽  
Author(s):  
Mercedes Villasana ◽  
Jesus Alonso Tapia
Keyword(s):  
High School ◽  
High School Students ◽  
Motivational Climate ◽  
Cross Cultural ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Cultural Validity ◽  
Learning Patterns ◽  
Confirmatory Factor ◽  
Valid Instrument

The objective of this study was to obtain evidence about the cross-cultural validity of the “Classroom Motivational Climate Questionnaire” (CMCQ), developed recently for Secondary and High-School students. With this purpose, French and Spanish Secondary and High School students’ results were compared. A total of 749 French students formed the group to be compared with the original Spanish sample. To validate the CMCQ, confirmatory factor analyses, reliability and correlation and regression analyses were made. The results showed that CMCQ is a reliable and valid instrument to measure motivational climate in France as in Spain. It allows detecting which learning patterns can to be changed for improvement, and predicts to a large extent the satisfaction level with the teacher. Likewise it showed some existing differences between Spanish and French students in the motivational role attributed to some teacher's strategies, differences whose theoretical and practical implications are discussed.

A cross-cultural validation of the controlling teacher behaviours scale in physical education

2016 ◽  
Vol 24 (2) ◽  
pp. 209-224 ◽  
Author(s):  
Vello Hein ◽  
Arunas Emeljanovas ◽  
Brigita Mieziene
Keyword(s):  
Personal Control ◽  
Cross Cultural ◽  
Factor Analyses ◽  
Cultural Backgrounds ◽  
Confirmatory Factor Analyses ◽  
Multidimensional Measure ◽  
Confirmatory Factor ◽  
Controlling Behaviour ◽  
Cultural Validation ◽  
Conditional Regard

The present study examined the validity of the factor structure and invariance of the Controlling Teacher Behaviours Scale (CTBS) across two nations. Data were collected from Estonian ( n=453) and Lithuanian ( n=431) students using the multidimensional measure of teachers’ controlling behaviours. Multi-sample confirmatory factor analyses showed that the measure of teachers’ controlling behaviours with four scales (negative conditional regard, controlling use of rewards, excessive personal control and intimidation) were partially invariant at the configural, metric and strong invariance level. The results of the latent mean estimates showed no differences between Estonian and Lithuanian students in respect of the perception of the use of reward, whereas the perception of negative conditional regard, intimidation and excessive personal control appeared to be higher for Estonian students. The results indicated that CTBS is generally suitable for measuring the perceptions of teachers’ controlling behaviour among Estonian and Lithuanian students. Furthermore, results established that one item was perceived differently across samples and, therefore, there is a need for further research to test the invariance of the CTBS among student samples with different cultural backgrounds.

Improving Services for International Students by Understanding Differences Between Japanese and United States Culture and Educational Systems

1999 ◽  
Vol 19 (1) ◽  
pp. 22-28
Author(s):  
Diane E. Oliver
Keyword(s):  
Higher Education ◽  
United States ◽  
Secondary Education ◽  
International Students ◽  
Adolescent Development ◽  
Cross Cultural ◽  
Educational Systems ◽  
Institutions Of Higher Education

This article is presented to help advisors gain a better understanding of international students; specific emphasis is given to students who have received their secondary education in Japan. Major topics covered are a) differences between the Japanese and U.S. educational systems, b) the complexities of cross-cultural communications, and c) universal concepts in adolescent development. Problems experienced by international students attending U.S. institutions of higher education often fall into at least one of these areas.

Shaping the future of a globalized world

2015 ◽  
Vol 39 (3) ◽  
pp. 162-181 ◽  
Author(s):  
Joan Burkhardt ◽  
Elisabeth E. Bennett
Keyword(s):  
Higher Education ◽  
International Students ◽  
Human Resource Development ◽  
Small Sample ◽  
Cross Cultural ◽  
Interaction Patterns ◽  
Content Type ◽  
The Future ◽  
The Impact ◽  
Cultural Interactions

Purpose – The purpose of this paper is to understand how everyday cross-cultural interactions affected the adjustment of undergraduate international students attending a private university in the northeastern United States of America. Design/methodology/approach – Data were collected primarily through interviews with nine international students and observations at “Eastern University”. Students were purposively selected to balance gender and world regions. Analysis used constant comparison until findings emerged, which were member-checked with study participants (Merriam, 2009). Findings – Findings show that the impact of university diversity initiatives for promoting everyday cross-cultural interactions is described as creating an us/them divide, promoting solidarity and establishing a cultural presence. It is concluded that formal university events foster recognition of the campus diversity international students help provide, but their impact on everyday cross-cultural interactions is both positive and negative. Additionally, the mode by which undergraduate international students are introduced to their US campus affects their integration and future interaction patterns. Research limitations/implications – Further research is needed to explore higher education institutions (HEIs)’ connection to human resource development (HRD) for shaping the future global arena. Studies that address the continuum from higher education to the workforce are needed to prepare the next generation of professionals for a global world. This study is limited due to small sample size. Findings are not generalizable in a statistical sense, but HRD professionals in HEIs may compare the details in this study with their own institutions. Originality/value – This study contributes to the discussion of national HRD by addressing international students and their insights into how diversity programs impact adjustment in an American setting. Additionally, organizational and faculty development initiatives in academic institutions can be improved by understanding the insights found in this study.

scholarly journals Burnout and Online Education: Adaptation and Validation of scale during Pandemic

Telos ◽  
2022 ◽  
Vol 24 (1) ◽  
pp. 24-39
Author(s):  
J. Patricia Muñoz-Chávez ◽  
Rigoberto García-Contreras ◽  
David Valle-Cruz
Keyword(s):  
Online Education ◽  
Factor Structure ◽  
Educational Leaders ◽  
Maslach Burnout Inventory ◽  
Well Being ◽  
Confirmatory Factor Analyses ◽  
University Teachers ◽  
Virtual Tools ◽  
Wide Range ◽  
Confirmatory Factor

During the COVID-19 pandemic, online education represented a serious alternative to continuing working life in higher education institutions (HEIs). Teachers around the world embraced a new role, adopting and using a wide range of technological and virtual tools to continue performing their activities and with the aim to interact with students and to continue teaching. For this reason, research related to seek and identify factors for the teachers’ well-being is essential for educational leaders. Regarding these ideas, this paper aims to test the construct validity of a Mexican version of the Maslach Burnout Inventory-Educators Survey (MBI-ES) of Maslach et al. (1997), adapted to online education. Participants consisted of 406 Mexican university teachers who emergently switched from traditional to online educational practices during the SARS-CoV-2 virus outbreak. In order to test the factor structure of three alternative models based on Szigeti et al. (2016), the authors performed exploratory and confirmatory factor analyses (Ferrando & Lorenzo-Seva, 2018). Results showed that the model with three domain factors has the best fit. Besides, our findings show that the three-factor structure of the Mexican adaptation of MBI-ES is valid and reliable for the analysis of online education because the loading of all factors was representative.

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