The contributions of pre-departure global learning attitudes and dimensions of sojourning self-efficacy on sociocultural adaptation during education abroad
Faculty-Student Collaboration
1
Faculty Sponsor(s)
Lynette H. Bikos, Ph.D.
Presentation Type
Event
Project Type
Completed quantitative research study
Primary Department
Clinical Psychology
Description
Education abroad is considered to be a high-impact educational practice that may contribute to global learning attitudes (Bikos, Manning, & Frieders, 2017). However, research has reported positive, negative, and neutral changes across a spectrum of global learning dimensions (Dykhouse & Bikos, 2015). One key to increases in re-entry global learning may be the degree of sociocultural adaptation to the host country. Sociocultural adaptation is defined by the participants capacity to learn and enact skills that are required in the new cultural location (Dykhouse & Bikos, 2015). The purpose of this study is to assess the effects that pre-departure global learning attitudes and student readiness have on host-country sociocultural adaptation for students participating in education abroad. Participants are Seattle Pacific University students who were enrolled in an education abroad experience (defined broadly) between February 2015-2018. Assessments of global learning attitudes and student readiness were collected prior to departure; retrospective appraisal of host-country sociocultural adaptation was collected approximately two weeks after re-entry. Our block of global learning attitudes includes measures of civic engagement, diversity attitudes, and international interests. Our block of pre-departure readiness includes self-efficacy for sociocultural adaptation and amount of time (hours) spent in activities related to pre-departure preparation (e.g., orientation seminars, language learning). Data will be analyzed with hierarchical linear regression entering the predictor variables simultaneously.
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The contributions of pre-departure global learning attitudes and dimensions of sojourning self-efficacy on sociocultural adaptation during education abroad
Education abroad is considered to be a high-impact educational practice that may contribute to global learning attitudes (Bikos, Manning, & Frieders, 2017). However, research has reported positive, negative, and neutral changes across a spectrum of global learning dimensions (Dykhouse & Bikos, 2015). One key to increases in re-entry global learning may be the degree of sociocultural adaptation to the host country. Sociocultural adaptation is defined by the participants capacity to learn and enact skills that are required in the new cultural location (Dykhouse & Bikos, 2015). The purpose of this study is to assess the effects that pre-departure global learning attitudes and student readiness have on host-country sociocultural adaptation for students participating in education abroad. Participants are Seattle Pacific University students who were enrolled in an education abroad experience (defined broadly) between February 2015-2018. Assessments of global learning attitudes and student readiness were collected prior to departure; retrospective appraisal of host-country sociocultural adaptation was collected approximately two weeks after re-entry. Our block of global learning attitudes includes measures of civic engagement, diversity attitudes, and international interests. Our block of pre-departure readiness includes self-efficacy for sociocultural adaptation and amount of time (hours) spent in activities related to pre-departure preparation (e.g., orientation seminars, language learning). Data will be analyzed with hierarchical linear regression entering the predictor variables simultaneously.
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Comments
This poster was also presented at Society for Cross-Cultural Research, Jacksonville, FL, February 2019