This research extends our work on the conceptualization and measurement of cultural competencies with a revised bifactor measurement model of sociocultural adaptation (the Revised Sociocultural Adaptation Scale [SCAS-R]). Study 1 describes the initial development and validation of the SCAS-R with its Social Interaction, Community Engagement, and Ecological Adaptability domains of cultural competencies based on a mixed sample of short- and long-term migrants (N = 316). The construct validity of the revised scale was supported by significant correlations with social difficulties as assessed by the original Sociocultural Adaptation Scale; generic social skills; cultural intelligence; cultural engagement; international adjustment; and psychological adaptation: life satisfaction and depression. The bifactor model was confirmed in Study 2 with a sample of international students (N = 1,527). Results converged with previously established links between sociocultural adaptation and background variables (e.g., language proficiency), psychological adaptation, and situational factors such as cultural distance and perceived discrimination. Study 3 confirmed the predictive and incremental validity of the SCAS-R by investigating the influence of cultural competence on migration decision making in a varied sample of newly arrived migrants in New Zealand (N = 184). Cultural competence as assessed by the SCAS-R significantly explained additional variance in immigrants’ intention to settle permanently in New Zealand over and above migration motivations, social connectedness, life satisfaction, and language proficiency. Our findings address the limitations of the original SCAS measure, and offer initial validation of an improved measure for assessing the culturally competent behaviors required for appropriate, effective, and adaptive functioning in new cultural settings.

Cross-cultural transitions are challenging and often have detrimental consequences for psychological well-being. This is particularly true for international students at tertiary institutions who are not only transitioning between school and higher education, but also between vastly different educational systems. This study tests a predictive model of psychological adaptation with international students whereby host national connectedness mediates the effects of personal resources and contextual factors on adaptive outcomes. A sample (N = 1527) of international tertiary students in New Zealand completed a survey that measured self-reported English language proficiency, perceived cultural distance, perceived cultural inclusiveness in the classroom, host national connectedness (defined by frequency of contact, number of friends, social support, and general belongingness), and positive (life satisfaction) and negative (psychological symptoms) indicators of psychological adaptation. Path analysis indicated that host national connectedness fully mediated the effects of English language proficiency on psychological symptoms and partially mediated the effects of language proficiency, cultural distance and cultural inclusion in the classroom on life satisfaction and psychological symptoms. The findings highlight the importance of international students' relationships with host nationals, and the results are discussed in relation to strategies that could enhance student-host connectedness during crosscultural transitions.

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