When in Rome… A longitudinal investigation of the predictors and the development of student sojourners’ host cultural behavioral engagement

Serrano-Sánchez, Juan; Zimmermann, Julia; Jonkmann, Kathrin

doi:10.1016/j.ijintrel.2021.04.005

Cited by 10 publications

(10 citation statements)

References 70 publications

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“…Previous researches found that acculturation attitudes and social ties change over time, although findings are inconclusive as to how these changes might come about. In the recent research about acculturation attitudes, Juan Serrano-S´anchez and colleague [ 49 ], who followed students whom registered for international exchange programs in Germany, found that host-oriented attitudes decreased across the transition from 2 weeks before departure to 8 weeks after the transition abroad and stayed rather stable from 8 weeks to 28 weeks after the transition abroad, while the changes of the home-oriented attitudes were totally in the opposite direction. In contrast, in Rupert Brown’s longitudinal study with immigrants in British, desire for cultural maintenance and inter group contact was increased as time went [ 14 ].…”

Section: Discussionmentioning

confidence: 99%

Predictors of acculturation attitude of international students in China

et al. 2021

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This study investigates international students’ acculturation attitude preference and the influence factors (i.e., gender, duration in China, host and English proficiency, adult attachment style and social ties) on each acculturation attitude (i.e, integration, assimilation, separation and marginalization attitude) in China. A group of 229 international students within China responded online. Results from cluster analysis based on process model of acculturation revealed that, integration was the most prevalent acculturation attitude of international students in China. Additionally, logistic regressions analysis indicated that duration in China was negatively associated with adoption of separation and marginalization attitude also higher level of English proficiency predicted the preference of marginalization attitude. However, Chinese proficiency was positively associated with integration attitude adoption, host ties were positively and significantly associated with adoption of assimilation and integration attitude, but negatively associated with the usage of marginalization attitude. Lastly, avoidance attachment was found negatively associating with the integration attitude. This study provides valuable insights for international student education policymakers to assist international students in order to adapt to a new environment quickly and effectively.

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Section: Discussionmentioning

confidence: 99%

Predictors of acculturation attitude of international students in China

et al. 2021

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“…As part of MAPS, we developed a new scale that was based on the Brief Acculturation Orientation Scale (BAOS) by Demes and Geeraert (2014). Our instrument validly captures host- and home-cultural behavioral engagement in life domains that are important for sojourning high school students (Serrano-Sánchez et al, 2021a, 2021b). Students answered seven analogous items on their host- and home-cultural behavioral engagement, respectively (i.e., 14 items in total) on all measurement occasions abroad (t1, t2, and t3).…”

Section: Methodsmentioning

confidence: 99%

“…For each orientation, acculturation attitudes (“Do I want to approach the host culture/uphold my home culture?”) and acculturation behavior (“What do I do to approach the host culture/uphold my home culture?”) should be differentiated (Arends-Tóth et al, 2006). In that regard, host-cultural behavioral engagement is understood as the individuals’ behavioral involvement in the new culture—for example, by spending free time with natives, using their language, or adjusting their behavior to the new culture in different contexts, such as the new school (Klok et al, 2017; Serrano-Sánchez et al, 2021a, 2021b). Home-cultural behavioral engagement covers those behaviors intended to maintain contact with the culture of origin, such as spending time keeping in touch with the people left behind or other fellow citizens, using the mother tongue, or behaving like they do at home (Serrano-Sánchez et al, 2021a).…”

Section: Acculturation and Adaptation Abroadmentioning

confidence: 99%

Personality, behavioral engagement, and psychological adaptation of high school students abroad: A longitudinal perspective on between- and within-person dynamics

2022

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International educational mobility is a life event that confronts sojourners with many challenges, such as adapting to a new living environment abroad. Whether these cultural adaptation processes are successful is contingent upon different factors. In the present study, we focused on the role of personality as well as host- and home-cultural behavioral engagement in the psychological adaptation of high school students during an academic year abroad. To that end, we analyzed data from the first four waves of the project Mobility and Acculturation Experiences of Students (MAPS) ( N = 1299 students in a year abroad) using a cross-lagged panel model (CLPM) and a random intercept cross-lagged panel model (RI-CLPM) to address these associations at the interpersonal and intrapersonal level. The analyses revealed the complex interplay between personality, host- and home-cultural behavioral engagement, and adaptation at both the interpersonal and intrapersonal levels of analysis. Moreover, host-cultural behavioral engagement also mediated the predictive effects of personality traits on the psychological adaptation of sojourners in the CLPM. Theoretical implications for personality and acculturation research and practical inferences for supporting students studying abroad are discussed.

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“…In acculturation studies, identification with this group tends to predict positive adaptation outcomes ( Sam and Berry, 2010 ). Sojourners with higher host-national identification seem to experience better sociocultural adaptation (e.g., Ward and Kennedy, 1994 ; Cemalcilar et al, 2005 ) and report higher well-being (e.g., Waßmuth and Edinger-Schons, 2018 ; Serrano-Sánchez et al, 2021 ). Thus, we expect that high identification with host nationals is associated with better psychological (Hypothesis 2a) and sociocultural adaptation (Hypothesis 2b) over time.…”

Section: Social Identification and Cross-cultural Adaptationmentioning

confidence: 99%

“…Therefore, they contribute to a better understanding of theoretical assumptions regarding the dynamic relationship between different predictor variables and the adaptation of migrants and sojourners (Ramos et al, 2016;Ward and Szabó, 2019). Pioneering longitudinal research in this field has examined social media use (e.g., Hendrickson and Rosen, 2017;Hu et al, 2018;Billedo et al, 2019Billedo et al, , 2020, social identification (e.g., Cemalcilar and Falbo, 2008;Geeraert and Demoulin, 2013;Hirai et al, 2015;Waßmuth and Edinger-Schons, 2018) and acculturation (e.g., Serrano-Sánchez et al, 2021) among the international student population. However, with some exceptions (Hirai et al, 2015;Hendrickson and Rosen, 2017), previous longitudinal research has focused on host and home country groups only.…”

Section: Introductionmentioning

confidence: 99%

Social media use, social identification and cross-cultural adaptation of international students: A longitudinal examination

et al. 2022

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The mobility experience is an important life event for international students, and achieving successful psychological and sociocultural adaptation is crucial for this experience to be positive. Through a three-wave longitudinal study among international students enrolled at universities in Spain, Portugal, and Poland (n = 233), we examined the relationships between social media use, social identification, and (sociocultural and psychological) adaptation across time. Results of cross lagged panel modeling (CLPM) showed that social media contact with home nationals predicted greater identification with this group. Social media contact with host country nationals predicted poorer adaptation. Social media contact with other international students did not show any effects, while identification with this group predicted better adaptation. Our results point to the dynamic nature of the adaptation process, showing that the role of social media use and identification targeted at different social groups may play different roles than was previously found in cross-sectional research.

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When in Rome… A longitudinal investigation of the predictors and the development of student sojourners’ host cultural behavioral engagement

Cited by 10 publications

References 70 publications

Predictors of acculturation attitude of international students in China

Predictors of acculturation attitude of international students in China

Personality, behavioral engagement, and psychological adaptation of high school students abroad: A longitudinal perspective on between- and within-person dynamics

Social media use, social identification and cross-cultural adaptation of international students: A longitudinal examination

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