Host country and reentry adjustment of student sojourners

Rohrlich, Beulah F.; Martin, Judith N.

doi:10.1016/0147-1767(91)90027-e

Cited by 131 publications

(75 citation statements)

References 17 publications

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“…However, consonant with the overseas transition literature, empirical findings consistently report high levels of repatriate distress on returning home. This robust result has been reported among diverse North American population samples including adolescents and high school students (Werkman, 1979;Werkman & Johnson, 1976), college students (Brabant, Palmer, & Gramling, 1990;Rohrlich & Martin, 1991;Uehara, 1986), business employees (N. Adler, 1981;Black, 1992;Black & Gregersen, 1991;Briody & Baba, 1991;Harvey, 1989;Howard, 1980b), missionaries (Moore, Van Jones, & Austin, 1987;Stringham, 1993), and remigrants (Lucca-Irizarry & Pacheco, 1992).…”

Section: Cultural Repatriation Overview Of Empirical Literaturementioning

confidence: 70%

The Dynamic Nature of Cultural Identity Throughout Cultural Transitions: Why Home Is Not So Sweet

Sussman

2000

Pers Soc Psychol Rev

307

241

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This article describes the social psychological process that underlies the cultural transition of sojourners. Herein the empirical and theoretical literature on cultural transitions (and in particular cultural repatriation and the relevant literature on self-concept and identity) is analyzed, critiqued, and synthesized in an attempt to understand the near ubiquitous distress experienced during repatriation. The relation among self-concept, cultural identity, and cultural transitions is explored, and in light of the paucity of comprehensive repatriation models, a new predictive model is proposed that explicates these relations. Shifts in cultural identity are classified as subtractive, additive, affirmative, or intercultural, and research directions are suggested.

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Section: Cultural Repatriation Overview Of Empirical Literaturementioning

confidence: 70%

The Dynamic Nature of Cultural Identity Throughout Cultural Transitions: Why Home Is Not So Sweet

Sussman

2000

Pers Soc Psychol Rev

307

241

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Section: Social Capital and International Studentsmentioning

confidence: 99%

“…They usually encounter an unfamiliar culture with a different set of behavioral standards, new institutions and rules, a foreign language, and an unfamiliar natural environment and climate. This 'culture shock', as it is commonly termed (Oberg 1960), can manifest itself in many forms including anxiety, insecurity, insomnia, loneliness, and a general sense of unhappiness (Church 1982, Rohrlich andMartin 1991).Australia presents particular challenges for international students. It is geographically isolated and since most of its international students derive from Asian nations there is the addition of significant cultural and linguistic distance.…”

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confidence: 99%

Social capital renewal and the academic performance of international students in Australia

Neri

Ville

2008

The Journal of Socio-Economics

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Many believe that social capital fosters the accumulation of human capital. Yet international university students arrive in their host country generally denuded of social capital and confronted by unfamiliar cultural and educational institutions. This study investigates how, and to what extent, international students renew their social networks, and whether such investments are positively associated with academic performance. We adopt a social capital framework and conduct a survey of international students at a typical Australian university in order to categorise and measure investments in social capital renewal, and test a multivariate model of academic performance that includes social capital variables, amongst others, as regressors. Our survey results reveal a high degree of variability in social capital investment across students and, amongst the more active, a tendency to build close networks in the main with students from their own country of origin. Our empirical results suggest that such investments are not associated with improved academic performance but are associated with increased well being. Yet international university students arrive in their host country generally denuded of social capital and confronted by unfamiliar cultural and educational institutions. This study investigates how, and to what extent, international students renew their social networks, and whether such investments are positively associated with academic performance. We adopt a social capital framework and conduct a survey of international students at a typical Australian university in order to categorise and measure investments in social capital renewal, and test a multivariate model of academic performance that includes social capital variables, amongst others, as regressors. Our survey results reveal a high degree of variability in social capital investment across students and, among the more active, a tendency to build close networks in the main with students from their own country of origin. Our empirical results suggest that such investments are not associated with improved academic performance but are associated with increased well being. IntroductionAs the above quote makes clear, the importance of social relationships has long been recognised, at least by philosophers and social observers. In more recent times, economists and sociologists have also recognised the importance of social relationships, which is one dimension of what is more commonly referred to as social capital. Related dimensions include trust (both general and particular), volunteering, and organisational and club involvement. Whilst not unanimous, much research suggests that social capital is positively associated with economic growth, international trade, macroeconomic stability, political and civic involvement, crime prevention, health and happiness. Of particular interest to us are suggestions in the literature that social capital impacts positively and significantly on the academic achievement of secondary school students 1 .If social re...

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“…Additionally, compared to males, females tend to feel lonelier [24], and thus make more selfdisclosure to others both FTF and online [25]. In general, females feel happier if they are satisfied with their relationship with male people [26], and females tend to adapt better in terms of language learning in new environments whereas males tend to adapt better in coping with heath and weather problems [27]. Furthermore, compared to females, males are more reluctant to ask for help from the same gender [28].…”

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confidence: 99%

The Relationship between International Students’ Social Skills, Social Support Networks and Adaptation in Japan

Ye¹

2017

IJCH

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Host country and reentry adjustment of student sojourners

Cited by 131 publications

References 17 publications

The Dynamic Nature of Cultural Identity Throughout Cultural Transitions: Why Home Is Not So Sweet

The Dynamic Nature of Cultural Identity Throughout Cultural Transitions: Why Home Is Not So Sweet

Social capital renewal and the academic performance of international students in Australia

The Relationship between International Students’ Social Skills, Social Support Networks and Adaptation in Japan

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