A peer mentoring social learning perspective of cross-cultural adjustment: The rapid-acculturation mateship program

Pekerti, Andre A.; Vijver, Fons J. R. van de; Moeller, Miriam; Okimoto, Tyler G.; Edwards, Margaret J. A.

doi:10.1016/j.ijintrel.2021.08.010

Cited by 9 publications

(4 citation statements)

References 116 publications

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“…Acculturation is a dynamic process, including the beginning of the honeymoon period, the withdrawal of novelty, and the return to a higher level of acculturation. In cross-cultural communication, an individual or group culture learns from another culture and adjusts to develop the adaptation process, which is a long-term process of accumulation manifested as a dynamic form of pressure-adjustment-progress [20]. This process is like a spiral spring, moving two steps forward and one step back, gradually advancing under pressure.…”

Section: Theoretical Perspectives On Cultural Identitymentioning

confidence: 99%

Adjustment to Chinese Culture and Mental Health Issues among Foreign Students on Chinese University Campuses during the COVID-19 Pandemic: A Collaborative Ethnographic Study

Xue

2023

Behavioral Sciences

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Foreign students in China may have difficulty adjusting to Chinese culture and may experience mental health problems related to acculturation, interpersonal issues, and social communication within the context of campus life. Therefore, this study attempts to apply a collaborative ethnography approach to explore the adjustment to Chinese culture and mental health issues among foreign students on Chinese campuses during the COVID-19 pandemic. We spent 16 months exploring the feelings and perceptions of 82 foreign international undergraduate students at six Chinese higher education institutions regarding their adjustment to Chinese culture and gathered their suggestions about how to address the mental health issues experienced by foreign learners in China. The results show that international students tend to have a limited understanding of Chinese culture and rely on very few channels for information—in particular, the Internet, teachers’ lectures, and daily life—which can easily result in mental health problems and thoughts of marginalization. In addition, the results showed that international students’ mental health problems are subjectively positively correlated with their own personality, cultural intelligence, and cultural identification ability and objectively related to their cultural distance and all aspects of the educational work of international students. It is suggested that Chinese higher education institutions should strengthen their attention to the mental health of international students in China and promote international students’ cross-cultural adaptation abilities and understanding of Chinese culture.

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Section: Theoretical Perspectives On Cultural Identitymentioning

confidence: 99%

Adjustment to Chinese Culture and Mental Health Issues among Foreign Students on Chinese University Campuses during the COVID-19 Pandemic: A Collaborative Ethnographic Study

Xue

2023

Behavioral Sciences

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“…Paige et al (2004) suggest that scholars should additionally identify which structures and components, such as mentoring, coaching, culture-general knowledge, and facilitated reflection, promote intercultural competence development in mobility experiences and how to foster intercultural learning through curriculum design (Pedersen, 2009). Further studies are needed to evaluate how pedagogy utilized in study abroad is associated with student outcomes such as intercultural competence development (Pedersen, 2010;Pekerti et al, 2021;Rust, 2015).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Intercultural Learning in Study Abroad Through an Online Curriculum in Group-Mentored Intervention

Jin,

Jaiswal,

Jones

et al. 2024

Frontiers

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Scholars suggest that study abroad programs must intentionally design and implement intercultural intervention for students’ growth. This study used a mixed-method approach to examine the effectiveness of an online curriculum designed to facilitate the intercultural competence development of semester abroad students. Three theories informed the curricular design and study: the Intercultural Development Continuum, the Intercultural Praxis Model, and the Intercultural Knowledge and Competence VALUE rubric. Using the Intercultural Development Inventory (IDI) distributed before and after the study abroad experience, the study analyzed data sets for a treatment group with 110 students and a control group with 88 students. The results demonstrated that students in the treatment group achieved a statistically significant higher level of meaningful gains in their IDI scores from pre- to post-test compared to the control group. In addition, students described their growth in specific competencies. These findings contribute to study abroad literature by assessing a theoretically-grounded online curriculum rooted in intercultural theories so as to suggest best practices in group mentoring, stage-based pedagogy, and critical reflection for intercultural competence development during a study abroad program. Abstract in French Selon les spécialistes, si l’on veut favoriser le développement interculturel des étudiants, il est essentiel que les programmes permettant d'étudier à l'étranger dessinent et mettent en œuvre une logique d’intervention explicite. Dans cette étude fondée sur les méthodes de recherches mixtes, on examinera l’efficacité d’un cours en ligne qui a été conçu pour faciliter le développement de la compétence interculturelle des étudiants qui suivent un semestre d'études à l’étranger. La conception à la fois du cours et de l’étude est basée sur trois théories : le Continuum du développement interculturel, le Modèle de praxis interculturel, et la Rubrique des connaissances et compétences interculturelles. L’étude comprend une analyse de séries de données provenant du questionnaire Intercultural Development Inventory (IDI), complété avant et après l'expérience à l’étranger par un groupe de traitement de 110 étudiants et par un groupe témoin de 88 étudiants. Les scores sur le questionnaire IDI avant-après du groupe de traitement font preuve d'un gain important sur le plan statistique par rapport aux scores du groupe témoin. De plus, ces premiers arrivent à décrire leur développement dans certains domaines. Il en résulte que cette analyse d’un cours en ligne basé sur la théorie a des implications importantes pour le développement interculturel pendant un programme d’études à l’étranger, notamment en ce qui concerne les pratiques exemplaires de mentorat en groupe, de pédagogie en fonction d'étape, et de réflexion critique. Abstract in German Wissenschaftler weisen darauf hin, dass Auslandsstudienprogramme vorsätzliche interkulturelle Interventionen für die Entwicklung der Studierenden entwerfen und umsetzen müssen. In dieser Studie wurde gemischte Forschungsmethoden verwendet, um die Wirksamkeit eines Online-Curriculums zu untersuchen, das die Entwicklung interkultureller Kompetenzen von Auslandssemesterstudierenden erleichtern soll. Drei Theorien liegten in die Gestaltung und das Studium des Lehrplans zugrunde: das interkulturelle Entwicklungskontinuum, »the Intercultural Praxis Model« und »the Intercultural Knowledge and Competence VALUE Rubric.« Mithilfe des interkulturellen Entwicklungsindikator (IDI), das vor und nach dem Auslandsstudium verteilt wurde, wurden Daten für eine Behandlungsgruppe mit 110 Studierenden und eine Kontrollgruppe mit 88 Studierenden analysiert. Die Ergebnisse zeigten, dass die Studierenden in der Behandlungsgruppe im Vergleich zur Kontrollgruppe ein statistisch signifikant höheres Maß an aussagekräftigen Zuwächsen bei ihren IDI-Werten von Pre- zu Posttest erzielten. Darüber hinaus beschrieben die Studierenden ihre Entwicklung in bestimmten Bereichen. Diese Ergebnisse tragen zur Literatur des Auslandsstudiums bei, indem sie einen theoretisch fundierten Online-Curriculum bewerten, der auf bewährten Methoden des Gruppen-Mentorings, der stufenbasierten Pädagogik und der kritischen Reflexion zur Entwicklung interkultureller Kompetenz während eines Auslandsstudienprogramms basiert und diese vorschlägt. Abstract in Chinese 为了促进学生的个人成长，学者们建议留学项目必须有意识地设计和实施跨文化干预。本研究采用混合方法以检验一门在线课程的有效性。该课程旨在促进留学生在学期内的跨文化能力发展。三个理论构成了此课程设计和研究的基础：跨文化发展连续体（IDC），跨文化实践模型（Intercultural Praxis Model），以及跨文化知识与能力评估表（IKC VALUE Rubric）。利用留学前后分发的跨文化发展量表（IDI），本文作者们对110名干预组学生和88名对照组学生的数据集进行了分析。结果表明，与对照组相比，干预组学生在IDI分数从前测到后测的有意义增长方面取得了统计学上显著性的更高进步。此外，学生们描述了他们在特定领域的成长。这些发现通过评估一个基于理论的在线课程为留学文献做出了贡献。该课程根植于并提出了在学生参加留学项目期间开展跨文化能力发展的最佳实践，如团体辅导、阶段性教学法和批判性反思。

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“…Expatriates expressed appreciation for organizational policies that facilitated integration, such as the implementation of cross-cultural training initiatives and the establishment of mentorship programs (Pekerti et al, 2021). Nevertheless, certain individuals observed that these habits may unintentionally impede their independence by compelling them to conform.…”

Section: Introductionmentioning

confidence: 99%

New Paradoxes Faced by Organizations on Self-Initiated Expatriates in the USA

Yussuf

2023

JHRSS

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The prevalence of self-initiated expatriates (SIEs) has increased as a result of the expanding global nature of commercial activities. The current corpus of scholarly literature has extensively explored various aspects of expatriation. However, there is a limited understanding of the conflicting challenges that organizations confront while managing self-initiated expatriates (SIEs) within the framework of the United States. The primary aim of this study is to provide a comprehensive understanding of the inherent inconsistencies that arise in organizations while managing Socially and Environmentally Responsible Initiatives (SIEs) within the United States. The present study utilizes a qualitative research approach, employing semi-structured interviews and theme analysis to investigate the experiences of establishments grappling with the paradoxes linked to SIE. The focus of this study encompasses a wide range of industries and organizational scales that are now existent within the United States. As a result, its inclusion enhances the potential applicability and generalizability of the findings. Based on the analysis conducted, it can be deduced that organizations face certain contradictory issues when they interact with social impact enterprises (SIEs). The matter of achieving a balance between organizational control and individual autonomy comes as a result of the comparatively higher levels of self-direction and independence commonly demonstrated by self-employed individuals (SIEs). The paradoxical position described above presents a challenge for organizations seeking to strike a balance between maintaining control over their worldwide operations and capitalizing on the unique skills and perspectives that SIEs provide. The current research study provides an academic addition to the field of expatriation and paradox theory by shedding light on the unique paradoxes faced by organizations that oversee self-initiated expatriates (SIEs) in the United States. The anticipated outcomes of this study are anticipated to yield practical ramifications for the domain of human resource management and organizational development. The study is expected to provide significant insights for organizations aiming to efficiently manage and harness the potential of SIEs.

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A peer mentoring social learning perspective of cross-cultural adjustment: The rapid-acculturation mateship program

Cited by 9 publications

References 116 publications

Adjustment to Chinese Culture and Mental Health Issues among Foreign Students on Chinese University Campuses during the COVID-19 Pandemic: A Collaborative Ethnographic Study

Adjustment to Chinese Culture and Mental Health Issues among Foreign Students on Chinese University Campuses during the COVID-19 Pandemic: A Collaborative Ethnographic Study

Enhancing Intercultural Learning in Study Abroad Through an Online Curriculum in Group-Mentored Intervention

New Paradoxes Faced by Organizations on Self-Initiated Expatriates in the USA

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