Concerns, values, stress, coping, health and educational outcomes of college students who studied abroad

Ryan, Marilyn; Twibell, Renee

doi:10.1016/s0147-1767(00)00014-6

Cited by 115 publications

(87 citation statements)

References 34 publications

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“…She tried to improve her English language skills through practicing with her friends, attending in English classes, participating in a group meeting and establishing a good relationship with other peers. The outcome of this study seemed to corroborate the findings of the studies by Lin and Yi (1997); Ryan & Twibell (2000); Adrade (2006); Poyrazli & Grahame (2007); Kwon (2009);Suseela (2011) which identified that English language skills are the most significant skill for international students' academic success.…”

Section: Research Question Threesupporting

confidence: 87%

“…Studies have found that international students may experience difficulty adapting to the different accents of the lecturers, pronunciation, instruction and examination because they need more time to understand their textbooks, journal articles etc. Additionally, they often are not able to convey their thoughts and academic writing because of their poor English proficiency (Lin and Yi, 1997;Ryan & Twibell, 2000;Suseela, 2011). In short, international students have encountered several adjustment problems, but the most important is, English language difficulties, which affect their academic success.…”

Section: International Students' Academic Adjustment Problemsmentioning

confidence: 99%

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Academic Adjustment Issues in a Malaysian Research University: The Case of Cambodian, Laotian, Burmese, and Vietnamese Postgraduate Students’ Experiences

Sam¹,

Zain²,

Jamil³

et al. 2013

IES

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The Malaysian government aims to help the bottom billion countries, which are its neighbouring countries in the South East Asian region, for their human capital development through providing university postgraduate scholarship projects. Those countries include Cambodia, Laos PDR, Burma or Myanmar, and Vietnam (CLMV), which are favourite countries for its technical assistance. Due to the countries' various educational systems, postgraduate students have experienced some academic difficulties during their studies and research in Malaysian universities. A qualitative research method is employed to investigate students' living strategies, perception of academic success, and academic adjustment problems in a Malaysian university. Research samples were conducted conveniently selected from a total of 17 students made up of 6 Cambodian, 4 Laotian, 2 Myanmar, and 5 Vietnamese postgraduate students (47, 05% females and 52, 94% males) who have studied in the Universiti Sains Malaysia (USM) so called the Research University in the academic year 2012/2013, where they have attended the schools of educational studies, social science, and materials and mineral resource engineering. The result showed that the most difficult problem in term of academic adjustment which is English language difficulty in their new learning environment. In order to remedy such matters, they must strive to study hard, to improve English proficiency, and to make good relations with their academic staff, thesis supervisors, and other postgraduate students. In other words, social adjustment is considered as one of the important strategies that enable them to cope with the context of Malaysian culture. Based on the findings, the researchers provide recommendations to facilitate CLMV students to make better adjustments in a Malaysian research university and to achieve their academic endeavour.

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Section: Research Question Threesupporting

confidence: 87%

Section: International Students' Academic Adjustment Problemsmentioning

confidence: 99%

Academic Adjustment Issues in a Malaysian Research University: The Case of Cambodian, Laotian, Burmese, and Vietnamese Postgraduate Students’ Experiences

Sam¹,

Zain²,

Jamil³

et al. 2013

IES

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“…Study abroad participation has been linked with aspects of psychosocial -often called personal -development (Gmelch, 1997;Gullahorn & Gullahorn, 1966;Kauffmann, 1983;Milstein, 2005), identity development (Dolby, 2004;Talburt & Stewart, 1999), moral or values development (Jurgens & McAuliffe, 2004;Lindsey, 2005;Ryan & Twibell, 2000), intellectual development (Barrutia, 1971;McKeown, 2009;Zhai & Scheer, 2002), and holistic development conceptualized as self-authorship (Braskamp, Braskamp, & Merrill, 2009;Du, 2007). Most prominent among the educational benefits claimed of an international educational experience, study abroad has long been considered a powerful mechanism for developing intercultural competence (Fulbright, 1989;Hoffa, 2007;Hoffa & DePaul, 2010;Lincoln Commission, 2005;NAFSA, 2003; National Task Force on Undergraduate Education Abroad, 1990).…”

Section: Study Abroad and Intercultural Competencementioning

confidence: 99%

The Effect of Study Abroad on Intercultural Competence Among Undergraduate College Students

Salisbury

Pascarella

2013

Journal of Student Affairs Research and Practice

146

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During the last decade higher education organizations and educational policy makers have substantially increased efforts to incentivize study abroad participation.These efforts are grounded in the longstanding belief that study abroad participation improves intercultural competence -an educational outcome critical in a globalized 21 st century economy. Yet decades of evidence that appear to support this claim are repeatedly limited by a series of methodological weaknesses including small homogenous samples, an absence of longitudinal study design, no accounting for potential selection bias, and the lack of controls for potentially confounding demographic and college experience variables. Thus, a major competing explanation for differences found between students who do and do not study abroad continues to be the possibility that these differences existed prior to participation.The current study sought to determine the effect of study abroad on intercultural competence among 1,593 participants of the 2006 cohort of the Wabash National Study on Liberal Arts Education. The Wabash National Study is a longitudinal study of undergraduates that gathered pre-and post-test measures on numerous educational outcomes, an array of institutional and self-reported pre-college characteristics, and a host of college experiences. The current study employed both propensity score matching and covariate adjustment methods to account for pre-college characteristics, college experiences, the selection effect, and the clustered nature of the data to both crossvalidate findings and provide guidance for future research.Under such rigorous analytic conditions, this study found that study abroad generated a statistically significant positive effect on intercultural competence; an effect 2 that appears to be general rather than conditional. Moreover, both covariate adjustment and propensity score matching methods generated similar results. In examining the effect of study abroad across the three constituent subscales of the overall measure of intercultural competence, this study found that study abroad influences students' diversity of contact but has no statistically significant effect on relativistic appreciation of cultural differences or comfort with diversity. Finally, the results of this study suggest that the relationship between study abroad and intercultural competence is one of selection and accentuation, holding important implications for postsecondary policy makers, higher education institutions, and college impact scholars. iii What we obtain too cheap, we esteem too lightly; it is dearness only that gives everything its value. These efforts are grounded in the longstanding belief that study abroad participation improves intercultural competence -an educational outcome critical in a globalized 21 st century economy. Yet decades of evidence that appear to support this claim are repeatedly limited by a series of methodological weaknesses including small homogenous samples, an absence of longitudinal study design, no accoun...

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“…However, what does define a successful international experience? When professionals leave a familiar cultural and social surrounding, some may not perform well in the new environment with different norms and mores (Ryan & Twibell, 2000). Failure to adapt to the new environment has high financial and psychological implications.…”

Section: International Adjustmentmentioning

confidence: 99%

When 1st And 3rd Converge: A Border Region Framework

Gaskins

Ujah

Ortiz

2011

JDM

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Concerns, values, stress, coping, health and educational outcomes of college students who studied abroad

Cited by 115 publications

References 34 publications

Academic Adjustment Issues in a Malaysian Research University: The Case of Cambodian, Laotian, Burmese, and Vietnamese Postgraduate Students’ Experiences

Academic Adjustment Issues in a Malaysian Research University: The Case of Cambodian, Laotian, Burmese, and Vietnamese Postgraduate Students’ Experiences

The Effect of Study Abroad on Intercultural Competence Among Undergraduate College Students

When 1st And 3rd Converge: A Border Region Framework

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