The Cross-Cultural Loss Scale: Development and psychometric evaluation.

Abstract

The Cross-Cultural Loss Scale (CCLS), a measure of loss associated with crossing national boundaries, was developed across 2 samples of international students. With Sample 1 (N = 262), exploratory factor analyses were used to select the 14 CCLS items and to determine 3 factors: Belonging-Competency (α = .87), National Privileges (α = .68), and Access to Home Familiarity (α = .72). With Sample 2, confirmatory factor analyses (N = 256) cross-validated the 3-factor oblique model as well as a bifactor model. Cronbach alphas of CCLS subscale scores in Sample 2 ranged from .73 to .87. The validity of the CCLS scores was supported by its associations with related variables in the expected directions. Perceived cross-cultural losses were positively associated with negative affect, migration grief and loss, and discrimination and were negatively associated with life satisfaction, positive affect, general self-efficacy, and social connection with mainstream society. Moreover, the CCLS total and 2 subscale scores added significant incremental variance in predicting subjective well-being over and above related constructs. The results indicated measurement invariance and validity equivalency for the CCLS scores between men and women. The overall results from these 2 samples support CCLS as a psychometrically strong measure.

The Impact of Self-Adjustment on Academic Achievement of the Students

“…This percentage is enough indicated that grade point academic of Timorese student is studying in Indonesia has been impacted by self-adjustment. This finding is on the same truck or direction of previous research that conducted by Wang et al, (2015) that international student needs to adjust them self to a new culture, society, environment and new circumstance including learning and academic ethos. It will facilitate them to reach an optimal grade point academic.…”

“…The international student faces stressful experiences because of loss-cross culture means they struggle to adjust and to let their familiar richness of things (personal relationships, home, family, country, and educational system environment) gone from them. At the same time, international student struggles to adjust to a new culture, society, environment and new circumstance including learning and academic ethos (Wang et al, 2015). Meanwhile, they struggle to embrace new people, culture, society, and environment in the positive mainstream because all these experiences enrich them to be a flexible person to increase social, academic, self-efficacy, psychology and cultural adjustment and create a spirit of acculturation (Smith & Khawaja, 2011).…”

Internalized Homophobia Scale for Gay Chinese Men: Conceptualization, Factor Structure, Reliability, and Associations With Hypothesized Correlates

“…Considering a person’s individual identity without considering his sociocultural narrative and background is insufficient for examining his internalized homophobia ( Fivush, Habermas, Waters, & Zaman, 2011 ; Kim et al, 2006 ). The Chinese concept of self is always defined by relationship, which is termed a social-oriented tendency ( Wang, Wei, Zhao, Chuang, & Li, 2015 ). In Chinese communities, social expectations are deeply intertwined and integrated into one’s self-concept, and the social pressures surrounding gay men may also become a unique factor in their internalized homophobia ( Kim et al, 2006 ; Yang, 1997 ).…”

The CES-D as a Measure of Psychological Distress Among International Students: Measurement and Structural Invariance Across Gender

“…Although international students’ psychological distress has been widely examined, it is not until recently that a handful of studies have begun to explore invariance of these distress measures (K. T. Wang, Wei, Zhao, Chuang, & Li, 2014; Wei, Wang, & Ku, 2012).…”

“…T. Wang, Wei, Zhao, Chuang, & Li, 2014; Wei, Wang, & Ku, 2012). For instance, K. T. Wang et al (2014) developed the Cross-Cultural Loss Scale and validated its measurement properties by conducting cross-sectional measurement invariance testing between two samples of international students.…”