Re-entry friction: The curious effects of cultural dislocation on outcomes for global service learning returnees

Dykhouse, Elizabeth C.; Bikos, Lynette H.

doi:10.1016/j.ijintrel.2019.07.004

Cited by 8 publications

(8 citation statements)

References 46 publications

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“…Example items include, “I am interested in learning more about the causes of world poverty,” and “I spend a great deal of time thinking about international relations.” The Association of American Colleges and Universities published the AGL but has not reported the reliability or validity coefficients. AGLII alpha coefficients associated with the plotting of longitudinal growth trajectories for education abroad returnees ranged from .74 to .88 ( M = .79) across seven waves (Dykhouse & Bikos, 2019). In our initial sample, Cronbach’s alpha of the AGLII was .84.…”

Section: Methodsmentioning

confidence: 99%

“…Additionally, sociocultural adaptation is associated with psychological adjustment for expatriates working in health and humanitarian aid positions (De Paul & Bikos, 2015); international students (Gibbs et al, 2020; Hirai et al, 2015); and young adult, repatriating, children of international missionaries (Klemens & Bikos, 2009). In the case of education abroad, sociocultural adaptation to the host country has a demonstrated effect on the re-entry curve, such that those who experienced the strongest adaptation to the host country experienced lower psychological well-being upon re-entry—taking longer to return to predeparture baseline in the 12 months that followed re-entry (Dykhouse & Bikos, 2019).…”

Section: The Importance Of Sociocultural Adaptationmentioning

confidence: 99%

“…Across a host of global learning and psychosocial outcomes, re-entry results are mixed (for reviews see Bikos et al, 2016; Dykhouse & Bikos, 2019). For example, in the realm of global learning outcomes (i.e., knowledge, attitudes, and skills associated with critical analysis of, and engagement with, complex interdependent global systems; Association of American Colleges & Universities, 2016) researchers have reported positive findings such as a general increase in global engagement (Musil, 2006), but also negative stereotypes of hosts and host culture (Allen et al, 2007).…”

Section: The Importance Of Sociocultural Adaptationmentioning

confidence: 99%

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The Self-Efficacy for Sociocultural Adaptation Scale (SESCAS): Development and Initial Psychometric Evaluation

Bikos

Forman

Patton

2020

The Counseling Psychologist

Self Cite

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Adjustment to the interpersonal and environmental contexts of a host country is critical for sojourners. Founded in social cognitive career theory, the Self-Efficacy for Sociocultural Adaptation Scale (SESCAS) is a multidimensional scale that assesses self-efficacy for three types of tasks (affective, behavioral, cognitive) in two cultural contexts (environmental, interpersonal). We conducted item-total correlations, confirmatory factor analyses, reliability analyses (test-retest, internal consistency), within-scale convergent and discriminant validity, convergent and discriminant validity, and predictive validity assessments across an initial sample of the general population ( n = 227), a cross-validation sample of undergraduate students enrolled in education abroad ( n = 546), and a predictive validity sample of re-entered education abroad undergraduates ( n = 74). Psychometric properties of the scale support its use as a total score and as various subfactor constellations. Researchers are encouraged to use the SESCAS to explore how self-efficacy for sociocultural adaptation may contribute to global learning outcomes and well-being.

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Section: Methodsmentioning

confidence: 99%

Section: The Importance Of Sociocultural Adaptationmentioning

confidence: 99%

Section: The Importance Of Sociocultural Adaptationmentioning

confidence: 99%

See 1 more Smart Citation

The Self-Efficacy for Sociocultural Adaptation Scale (SESCAS): Development and Initial Psychometric Evaluation

Bikos

Forman

Patton

2020

The Counseling Psychologist

Self Cite

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“…Research on the socialization effects of studying abroad on well‐being has generally yielded inconsistencies. Sojourners have reported decreases in their psychological distress as a result of studying abroad (O’Reilly et al., 2010), although one study found that short‐term increases in well‐being upon return from studying abroad are subsequently followed by greater decreases and an eventual return to baseline (Dykhouse & Bikos, 2019). Evidence concerning life satisfaction (Angulo, 2008; Frost, 2017), loneliness (Bathke & Kim, 2016; O’Reilly et al, 2010), and perceived stress (Alharbi & Smith, 2018; Bathke & Kim, 2016; Maultsby & Stutts, 2019; O’Reilly et al., 2010) is also mixed.…”

Section: Introductionmentioning

confidence: 99%

Selection and socialization effects of studying abroad

Nissen

Bleidorn

Ericson

et al. 2022

Journal of Personality

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Objectives: Studying abroad is often considered a life-changing experience.However, research on studying abroad has not always disentangled selection from socialization effects, leading to uncertainty about the actual impact of this experience. In this 4-wave longitudinal study, we examined both selection and socialization effects of a 4-week intensive study abroad program on 17 psychosocial variables related to motivation, academic achievement, well-being, and self-reflection. Method:We used propensity score matching and multiple-group growth curve models to examine selection and socialization effects in a sample of sojourners (n = 145) and non-sojourners (n = 291). Results:We found selection effects for several variables related to students' motivation and well-being. Contrary to our predictions, we found no evidence for socialization effects of studying abroad on any of the outcome variables. Conclusions:Students who are relatively more intrinsically motivated and emotionally healthy appear to be more likely to study abroad. However, studying abroad for one month does not appear to lead to meaningful and lasting psychological change, on average. Our results highlight the need to examine both selection and socialization effects of study abroad programs with longitudinal data and well-matched comparison groups.

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“…Study abroad students may experience culture shock resulting from their encounters with an unfamiliar culture [ 19 ]. Importantly, culture shock is not limited to outgoing students but is also common among returning (or re-entry) students [ 20 , 21 ]. Nonetheless, many still consider that the positive experiences gained from studying abroad are sustainable [ 22 ] and outweigh the perceived negative aspects [ 23 ].…”

Section: Introductionmentioning

confidence: 99%

The Moderating Role of Personality in the Relationship between Internet Use and Study Abroad Difficulties

Ching

2021

IJERPH

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Studying abroad can be stressful due to culture shock and various other difficulties. However, with the current prevalence of information communication technology, we can surmise that study abroad difficulties should be minimal. Since it has been shown that an individual’s personality is highly associated with their internet use behaviors, it would be interesting to determine the effects of personality traits on the relationship between internet use motives and perceived study abroad difficulties. Data were collected from 1870 volunteer study abroad students in Taiwan. Hierarchical regression analysis revealed that when controlling for the effects of age, gender, duration of stay, student status (short-term exchange or degree-seeking), and internet use motives (online benefits, habits, and facilitation), the personality trait neuroticism consistently showed significant relationships with the various study abroad difficulties. Moreover, moderation analyses revealed that all the personality traits except conscientiousness showed significant interactions with internet use, while simple slope comparisons showed significant differences between the high personality traits and their lower counterparts. In sum, an examination of the moderating role of personality traits in the relationship between internet use and study abroad difficulties may be useful for preemptively identifying at-risk students.

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Re-entry friction: The curious effects of cultural dislocation on outcomes for global service learning returnees

Cited by 8 publications

References 46 publications

The Self-Efficacy for Sociocultural Adaptation Scale (SESCAS): Development and Initial Psychometric Evaluation

The Self-Efficacy for Sociocultural Adaptation Scale (SESCAS): Development and Initial Psychometric Evaluation

Selection and socialization effects of studying abroad

The Moderating Role of Personality in the Relationship between Internet Use and Study Abroad Difficulties

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