Attitudes of Foreign Students

Kiell, Norman

doi:10.2307/1976681

Cited by 6 publications

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“…The differences were in the predicted direction on all factors, but they were not significant in the case of Factors S and R. 11 The t scores and corresponding significance levels for directional hypotheses for factors M, E, S, R, and T, respectively, are 2.29 (p < .02), 2.26 (p < .02), .39 (.4 < p < .5), 1.48 (.05 < p < .1), and 3.14 (p < .005). According to these results, the highly world-minded person is less masculine and ascendant, more impul- 11 That this may have been due in the case of Factor S to its inappropriateness as a measure of the powervs.-love orientations of the High-.E and Low-E Ss in the Adorno volume is suggested by the significant difference between the world-minded and nationalistic 5s in what they mentioned on the posttest openended questions as the most enjoyable part of the summer. A significance test of the proportional difference in the frequency with which personal experiences in the case of the High-JT 5s compared to impersonal experiences in the case of the Low-W 5s were mentioned yielded a critical ratio of 2.79, (p < .01).…”

Section: The Extremely World-minded and The Extremely Nationalistic I...mentioning

confidence: 72%

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Do intercultural experiences affect attitudes?

Smith¹

1955

The Journal of Abnormal and Social Psychology

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THOUGH research on the impact of intercultural experiences has increased considerably in recent years (4,10,11,13,15,23,25,26), many problems have not been explored. From the viewpoint of method, there is need for a study that employs control groups and more than one experimental group. The writer designed the present study with these questions in mind:1. Do certain types of intercultural experience have a special impact on individual attitudes and behavior?2. Does prior knowledge of an individual's attitudinal structure enable one to predict what his reaction to an intercultural experience will be?3. Are there personality differences between the extremely world-minded individual and the extremely nationalistic person? 4. So far as method is concerned, can a personal interview be used in such a way as to permit the before-and-after measurement of attitude change by conventional statistical tests? METHOD SubjectsThe experimental subjects (Ss) consisted of 310 American secondary school and college students. 2 In its composition, 48% of this sample were males, 95% were between 16 and 26 years old, 89% lived east of the Rocky Mountains, and 95% were of middle or upper socioeconomic status. Of the secondary school subjects, about half attended private schools; 91% of the college students attended private colleges, predominantly in the Northeast.These experimental 5s were divided into four groups selected so as to represent different types of experience while abroad. All 5s in these groups went to Europe in the summer of 1950. The primary experimental group, in that it was the largest and the most intensively studied, consisted of 136 persons who went to Europe 'This paper is based on a doctoral dissertation submitted to the Department of Social Relations, Harvard University (22). I am particularly indebted to G. W. Allport for his advice and guidance. The study was made possible by a grant from the Edward Yarnall Hartshorne Memorial Fund of the Experiment in International Living. * References in this section to number of 5s indicate the number originally contacted. Details on sample sizes appear in Table 1.

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Section: The Extremely World-minded and The Extremely Nationalistic I...mentioning

confidence: 72%

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confidence: 99%

Do intercultural experiences affect attitudes?

Smith¹

1955

The Journal of Abnormal and Social Psychology

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“…Other barriers to effective counseling with the sojourner include ignorance of the client's culture (Pedersen, 1976;Vontress, 1969), the dangers of stereotyping the client as "cross-cultural" rather than viewing him or her as an individual 2 The number of studies of foreign student attitudes toward the United States is immense, this being one of the most heavily studied topics on educational exchange, especially during the 1950s and early 1960s. See, for example, Akhun, 1961;Beals and Humphrey, 1957;Becker, 1973;Coelho, 1958;Davis, 1961Davis, , 1963Gezi, 1961;Heath, 1970;Kiell, 1951;Lambert and Bressler, 1956;Loomis and Schuler, 1948;Melby and Wolf, 1961;Morris, 1960;Riegel, 1953;Scott, 1956;Selltiz et al, 1963;Sewell and Davidsen, 1961;Sharma, 1969;Shepard, 1970;U.S. Advisory Commission, 1963;Veroff, 1963; Barry, Note 6.…”

Section: Cross-cultural Counseling and Sojourner Adjustmentmentioning

confidence: 99%

Sojourner adjustment.

Church¹

1982

Psychological Bulletin

847

625

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Reviews literature related to the psychological adjustment of relatively short-term visitors or sojourners to new culture. Descriptive approaches (stages, curves of adjustment, types, culture learning); the nature and extent of problems encountered; and the background, situational, personality, and outcome variables related to sojourner adjustment are discussed. Issues and barriers in effective cross-cultural counseling of sojourner problems are discussed. Criticisms of the sojourner literature focus on limited, global methodologies, the nonlongitudinal nature of most studies, and a failure to attend to and apply contributions and implications of the literature on cross-cultural research and methodology. (7½ p ref)

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Research on foreign students at colleges and universities in the United States

Marion¹

1986

New Drctns for Student Srvcs

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Attitudes of Foreign Students

Cited by 6 publications

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Do intercultural experiences affect attitudes?

Do intercultural experiences affect attitudes?

Sojourner adjustment.

Research on foreign students at colleges and universities in the United States

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