Acculturation Motivation in International Student Adjustment and Permanent Residency Intentions

Dentakos, Stella; Wintre, Maxine Gallander; Chavoshi, Saeid; Wright, Lorna

doi:10.1177/2167696816643628

Cited by 15 publications

(21 citation statements)

References 43 publications

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“…The findings gathered from another study conducted by Peng and Wu (2019), suggesting that four main pathways exist (host communication competence, host social communication, intercultural transformation necessary, intercultural change advanced) that are necessary for the development of international students' cross-cultural adaptation, and the interlocking bilateral relationships among these pathways are significant and positive. Greater motivation to acculturate was indeed a significant predictor of global student adjustment and increased intentions of pursuing permanent host country residency (Dentakos, et. Al., 2016).…”

Section: Enculturationmentioning

confidence: 99%

“…International students with low acculturation motivation (AM) were more likely to express negative feelings about cross-cultural adjustment, university perception, and peer relationships, compared to students with high levels of AM. Despite such differences, academic and developmental struggles, as well as academic successes, were similarly voiced across both comparison groups (Dentakos, et. Al., 2016).…”

Section: Lifestylementioning

confidence: 99%

See 1 more Smart Citation

Best of Both Worlds: The Lived Experiences of Students Who Belong to an Interracial Family

Reyes¹,

Nezafat²,

Anami³

et al. 2020

International Journal of New Technology and Research

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The Philippine School Doha registrar's data shows that the number of interracial students has been exponentially increasing for the last three years concerning its relocation to a more massive campus. This paper aims to learn and understand the different perceptions and experiences encountered by interracial students.Method: This study used a qualitative approach that utilized phenomenology as the research design to understand the lived experiences of students who belong to an interracial family, relative to the central question: "How do students with an interracial family adapt to their culture?" Furthermore, this study focused on the specific question: "What are the common social adjustments experienced by the students who belong to an interracial family?" Findings: Findings have shown the different social adjustments of students who belong to interracial families in terms of their ethnicity, language proficiency, enculturation, and lifestyle. Conclusion: Interracial students experienced difficulties as they have to adapt to a multicultural environment and manage academic & family challenges simultaneously. Recommendation:The researchers recommend a further investment of time and observation in this research in order to cover every aspect relating to interracial students for more significant variance and to avoid biases as this could not often be accepted by readers of all races, and conflicts could happen.

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Section: Enculturationmentioning

confidence: 99%

Section: Lifestylementioning

confidence: 99%

Best of Both Worlds: The Lived Experiences of Students Who Belong to an Interracial Family

Reyes¹,

Nezafat²,

Anami³

et al. 2020

International Journal of New Technology and Research

View full text Add to dashboard Cite

show abstract

“…Intentions to return to the homeland can affect the desire to acquire knowledge of the host culture, to develop connections with members of the host society, and to learn about the host country’s social and cultural environments which all considered as motivation to acculturate [ 58 ]. If acculturation is considered to be the process of acquiring knowledge of a host culture [ 17 ], intentions to return to the homeland can affect the willingness to take part in this process [ 59 ]. Its impact on the adolescent refugees, however, is still poorly investigated.…”

Section: The Multidimensional Intercultural Training Acculturationmentioning

confidence: 99%

A Brief Introduction to the Multidimensional Intercultural Training Acculturation Model (MITA) for Middle Eastern Adolescent Refugees

Fathi

El-Awad

Reinelt

et al. 2018

IJERPH

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The large number of adolescent refugees around the world constitutes a great challenge for societies. However, current models of acculturation have been developed for migrants, but not specifically for adolescent refugees. Crucial factors to describe adolescent refugee acculturation, such as intentions to return to their homeland, especially with respect to adolescent refugees with temporary residency and experiences of potentially traumatic events, are missing. Hence, the Multidimensional Intercultural Training Acculturation (MITA) model is introduced. The model proposes that two major concerns for adolescent refugees, which are socio-cultural adjustment and mental health, are predicted by intercultural and social–emotional competence, intentions to return to their homeland, and experiences of traumatic events. Moreover, the effects of three modes of acculturation are also proposed in the model. It is expected that these variables mediate the effects of intercultural competence, social–emotional competence, intentions to return to the homeland, and experiences of traumatic events on socio-cultural adjustment as well as mental health. Finally, it is also expected that in-group social support and out-group social support moderate the direct connection between the experiences of traumatic events and mental health.

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“…While international students benefit from overseas educational experiences, some encounter challenges as they transition into an unfamiliar educational system (C. Smith, 2020;Z. Yan, 2020) and a new country (Dentakos, Wintre, Chavoshi, & Wright, 2017). In leaving their homeland, they lose their usual support systems.…”

Section: The Experiences Of International Studentsmentioning

confidence: 99%

A home away from home? An interpretative phenomenological analysis of Vietnamese students’ acculturation experiences in Aotearoa-New Zealand

Ho¹

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International students’ experiences are a major concern for universities and educational researchers. Globally, Vietnam is a top source country for international students. Universities in Aotearoa-New Zealand host an increasing number of Vietnamese students, but researchers often subsume this group into generic cultural and ethnic categories such as ‘Asian student’. As a result, little is known about their experience.<div> This study explores the everyday experiences of 10 Vietnamese master’s students from an Aotearoa-New Zealand university through a series of semi-structured in-depth interviews. An interpretative phenomenological analysis approach enabled me to capture the essential meanings of the participants’ experiences and understand what it was like to be Vietnamese students in Aotearoa-New Zealand. <div> </div>As the participants built new lives in Aotearoa-New Zealand, they dealt with the practicalities of uncomfortable or difficult housing conditions as well as established relationships within the diverse cultural contexts of the host country. Accommodation issues had a significant impact on their studies and sense of security and belonging. The students had a hard time finding a place to live. Not feeling comfortable, safe or at peace in their new houses, they did not feel like they were at home. They did not view their houses as a place where they could take refuge and leave the hustle of life outside. In academic settings, the students initially struggled to deal with a range of new and unfamiliar learning and teaching styles (e.g., classroom discussion) and conventions about referencing and citing. These made them feel overwhelmed and bewildered. During these formative months, many of them experienced language difficulties, a sense of cultural dislocation, and a deep yearning for their families. These difficulties forced them to learn to deal with challenges and become independent. The students drew strength from their Vietnamese cultural values and practices to overcome difficulties. Based on the findings, I propose a framework for exploring the experience of short-term Vietnamese international students. The study provides implications for host universities to assist Vietnamese students as they orient themselves to daily life in Aotearoa-New Zealand.</div>

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Acculturation Motivation in International Student Adjustment and Permanent Residency Intentions

Cited by 15 publications

References 43 publications

Best of Both Worlds: The Lived Experiences of Students Who Belong to an Interracial Family

Best of Both Worlds: The Lived Experiences of Students Who Belong to an Interracial Family

A Brief Introduction to the Multidimensional Intercultural Training Acculturation Model (MITA) for Middle Eastern Adolescent Refugees

A home away from home? An interpretative phenomenological analysis of Vietnamese students’ acculturation experiences in Aotearoa-New Zealand

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