Inclusion profile of theoretical frameworks on the study of sociocultural adaptation of international university students

Sarmiento, Astrid Vanessa; Pérez, Maidelyn Díaz; Bustos, Claudio; Hidalgo, Juan Pablo; Solar, Jorge Iván Vergara del

doi:10.1016/j.ijintrel.2019.02.004

Cited by 19 publications

(13 citation statements)

References 86 publications

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“…According to the Cultural Interaction Model (Berry, 1997), international students, who are a kind of temporary immigrants, develop a unique adaptation behavior in the face of the cultural difference they encounter. The emotional experience of this behavior to the student also affects the level of satisfaction with the education process (Sarmiento et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

The Effects of Educational Service Quality and Socio-Cultural Adaptation Difficulties on International Students’ Higher Education Satisfaction

Yilmaz

Temizkan

2022

SAGE Open

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The potential international university education market value is expressed in billions of dollars. Countries are trying to increase their competitiveness to attract international students and get a decent market share. Countries that can accurately analyze the factors affecting the country and school preferences of international students will be more advantageous in developing appropriate competitive strategies. The primary purpose of this study is to try to understand and explain the effects of the quality of university education service and socio-cultural adaptation difficulties factors on the satisfaction levels of international students. The research was carried out at Karabuk University, with the highest number of international students in Turkey. The data obtained through an online questionnaire using the convenience sampling method from 413 international students were analyzed with the “Structural Equation Model.” According to the analysis results, assurance and empathy from service quality dimensions, and cultural differences and religious belief variables from socio-cultural adaptation difficulties positively affect general student satisfaction. The research sample mostly consists of Syrian students who migrated to Turkey due to the war and bright students from low-income African, Asian and Middle Eastern countries. Turkish universities form attraction centers for international students flowing toward western countries. In this respect, the results of the research offer original contributions to the higher education literature.

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Section: Discussionmentioning

confidence: 99%

The Effects of Educational Service Quality and Socio-Cultural Adaptation Difficulties on International Students’ Higher Education Satisfaction

Yilmaz

Temizkan

2022

SAGE Open

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“…AUM theory can be applied in various communication with external contexts, such as intercultural communication ( Hullett and Witte, 2001 ; Miller and Samp, 2007 ; Samochowiec and Florack, 2010 ; Ni and Wang, 2011 ), professional communication ( Logan et al, 2016 ; Prince, 2021 ), and communication with strangers ( Duronto et al, 2005 ). For the internal context, the AUM theory has been used in cross-cultural adjustment and adaption ( Hua et al, 2019 ; Pang, 2020 ), sociocultural adaptation ( Sarmiento et al, 2019 ), acculturation and ideology ( Peng et al, 2019 ), and intercultural competence ( Peng et al, 2020 ). According to the literature, external and internal conditions continuously affect individuals’ uncertainty and anxiety.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding the cultural identity of EFL learners from the eco-linguistics perspective: evidence from students in arts college before and after the COVID-19 epidemic period

Peng

2023

Front. Psychol.

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The identity development process has individual and societal components and is inherently intertwined with one’s broader sociocultural milieu. The correlation between the personal and social aspects of an individual’s identity considerably influences their behavior within their environment. This study examines cultural identity changes among English as a Foreign Language (EFL) students by conducting a questionnaire survey based on the anxiety/uncertainty management theory by Gudykunst (1995, 1998). The questionnaire was distributed twice: Study 1 used data from 483 students and Study 2 used data from 359 students. After each study, 20 students’ descriptions of Chinese and Western cultures were analyzed in NVivo. Guided by the ecological research paradigm, this study examines the impact of individual differences on cultural identity at the macro-, meso-, exo-, and micro- levels. The findings suggest that social context can influence an individual’s cultural identity, and cultural identity development accompanies being “oneself.”

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“…Es decir, es población que está por debajo de la mayoría de edad legal, por tanto, no tiene aún estudios superiores y no se ha visto obligada a migrar a otra ciudad, con el distanciamiento de su familia y territorio de procedencia que esto exige. El ingreso a la educación superior supone desafíos académicos y cognitivos, pero también de adaptación sociocultural a un contexto que no necesariamente es protector de la identidad social y étnica de las personas o de su bienestar subjetivo y social (Sarmiento et al, 2019).…”

Section: Antecedentes Teóricosunclassified

Componentes Cognitivos y Afectivos de la Identidad Étnica en Jóvenes Mapuche del Gran Concepción, Chile

et al. 2021

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Este artículo aborda el proceso de identificación étnica en 15 estudiantes mapuche de educación superior de 5 casas de estudios del Gran Concepción, Chile. Los jóvenes, entre 18 y 24 años, fueron 10 mujeres y 5 hombres. Es un estudio cualitativo retrospectivo, con un diseño interpretativo fenomenológico y un muestreo teórico, no probabilístico intencionado (bola de nieve). Se realizaron entrevistas individuales en profundidad, las que fueron analizadas según una malla temática de 5 categorías. Se describen los componentes cognitivos y afectivos de la identidad mapuche. La identidad étnica estaría fuertemente vinculada al proceso de escolarización de las personas. Se observan tres despertares culturales durante este proceso: al inicio de la escolarización en la segunda infancia, al comienzo de la educación secundaria e inicio de la adolescencia y finalmente, al ingreso a la educación superior, que coincide con el término de la adolescencia y comienzo de la adultez joven. La identidad étnica se caracteriza por ser dinámica, es decir, se modifica y transforma permanentemente, a través de un proceso de aprendizaje autorregulado, que presenta características individuales y colectivas y que surge como respuesta a las constantes tensiones identitarias que viven los y las jóvenes. La vivencia del cuestionamiento permanente de la identidad en los jóvenes es asociada a sentimientos de malestar. No obstante, existen también sentimientos de bienestar, felicidad y orgullo en el desarrollo de la identidad étnica. Ambos sentimientos impactan la salud mental de las personas.

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Inclusion profile of theoretical frameworks on the study of sociocultural adaptation of international university students

Cited by 19 publications

References 86 publications

The Effects of Educational Service Quality and Socio-Cultural Adaptation Difficulties on International Students’ Higher Education Satisfaction

The Effects of Educational Service Quality and Socio-Cultural Adaptation Difficulties on International Students’ Higher Education Satisfaction

Understanding the cultural identity of EFL learners from the eco-linguistics perspective: evidence from students in arts college before and after the COVID-19 epidemic period

Componentes Cognitivos y Afectivos de la Identidad Étnica en Jóvenes Mapuche del Gran Concepción, Chile

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