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

Abstract

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.

General Adaptation Scale for International Students: Development and Validation

“…As apparent above, the concept has been defined, interpreted, and measured in a multitude of ways and from a variety of perspectives. In this regard, numerous measurement instruments have been operationalized to assess the adaptation of international students (e.g., Anderson et al, 2016;Bikos et. al., 2020;Brenner, 2001;Davies et al, 1988;Karakuş & Akay, 2020;Sandhu & Asrabadi, 1998;Searle & Ward, 1990).…”

“…GASIS flexible and modifiable in character, stands out different among all other instruments above. SESCAS, for instance, focuses on self-efficacy for the sociocultural adaptation in two different cultural contexts (Bikos et al,2020) and the factors of SISHE were mainly about the academic adaptation and partly sociocultural life at university. Similarly, AAS (Anderson et al, 2016) was developed to determine the academic adaptation of international students, whereas MHI-5 (Davies et al, 1988) is an instrument to measure the psychological adjustment of sojourners.…”

“…As can be seen in that scale, while 16 of the items under three of the factors directly related to academic adaptation, only five items represent the socio-cultural aspect of the adaptation process. Another instrument for sociocultural adaptation developed by Bikos, Forman and Patton (2020), was originally designed to be used in evaluating and enhancing programs such as international education, yet it may also be useful for use with international students after further evaluation. Unlike the previous instruments The Self-Efficacy for Sociocultural Adaptation Scale [SESCAS] was developed for self-efficacy for three types of tasks (affective, behavioral, cognitive) in two cultural contexts (environmental, interpersonal).…”

Applying social cognitive career theory to the study abroad choice process.

“…While the interest, choice, and CSM models have received considerable inquiry (e.g., , their utility in explaining decisions to study abroad remains an open empirical question. adjustment of those who study or work abroad (e.g., Bikos et al, 2021;Brenner, 2001;Nguyen et al, 2018). The present study, by contrast, is focused on factors that promote or deter intentions to study abroad, a topic that has received relatively little SCCT research to this point.…”

“…Existing applications of social cognitive theory to the study abroad domain have largely focused on the psychological or social adjustment of those who study or work abroad (e.g., Bikos et al, 2021; Brenner, 2001; Nguyen et al, 2018). The present study, by contrast, is focused on factors that promote or deter intentions to study abroad, a topic that has received relatively little SCCT research to this point.…”