International Students' Experiences in Higher Education: A Case Study Examining Uncertainty Reduction Theory in Communication Classrooms

Abstract

The purpose ofthis research was to examine URT in the context of the university classroom. More specifically, this study explored the efficacy ofURT in explaining international students' experiences within teacher/student relationships in communication classrooms at PSU. DEFlNTI0N OF KEY CONCEPTS The following key concepts were central to this study; uncertainty reduction theory and self-disclosure. U ncertaintv reduction theory Uncertainty reduction theory proposes that when encounters occur, especially during initial encounters, people experience uncertainty about the behavior of themselves and others. Due to the numerous alternatives for another's behavior, an individual must be able to narrow the possible alternatives available to the other (and the self), by predicting and explaining the other's behavior. When uncertainty is 4 reduced then, individuals are able to predict and explain the behavior of the other, and thus guide their own behavior (Berger, 1979, Berger & Calabrese, 1975). Self-disclosure Self-disclosure is significant to this study as it has been suggested to aid in the reduction of uncertainty (Berger and Calabrese, 1975, p. 109). With few exceptions (Bradac, Tardy, & Hosman, 1980; Jourard, 1964, 1971), the traditional view of selfdisclosure has been that individuals convey information about the self through verbal communication. The communication act though, says Sugita (1992), is comprised of both verbal and nonverbal communication behaviors (p. 5) which implies that disclosure, as a communication act, is also composed of verbal and nonverbal communication behaviors. Regardless, research in the area of self-disclosure has only attempted to quantitatively measure the verbal acts of disclosure (Archer, Berg, &

Anxiety and Uncertainty Management: Lights and Shadows of International Students in Intercultural Communication at Diponegoro University in Semarang

“…These challenges can be a source of panic, confusion, tension, fear, anxiety, and uncertainty that can exacerbate stuffiness in the process of developing relationships during the stay in a culture and environment (Khatimah & Kusuma, 2019). Some of these include challenges such as mastery of the language, and lifestyle changes that can impact overseas students' perceptions, but differences in culture may also shape transitions to the new living situation, such as a university setting (Kuhn, 2000).…”