Motivation and Acculturation

Author(s):

Asako Kajiura

Conference:

ECER 2008

Network:

7. Social Justice and Intercultural Education

Format:

Paper

Session Information

07 SES 03B, Developing Intercultural Competence

Paper Session

Time:

2008-09-10

14:00-15:30

Room:

B1 113

Chair:

Francesca Gobbo

Contribution

RESEARCH QUESTIONS 1. What experiences that international students participating in this study describe in their weekly journal are the most relevant to their acculturation process? 1a. Do experiences in the classroom, in social settings or in other environment have equal importance or is one environment more significantly important than others? 2. Do particular cultural elements of the host country or/and institution affect the acculturation process of sojourners? 2a. Which aspects of Japanese culture support or hinder sojourners from developing intercultural communication skills and ascending or descending within acculturation process stages. 2b. Which aspects of Japanese university culture support or hinder sojourners from developing intercultural communication skills and ascending or descending within acculturation process stages. 3. How do positive and negative motivation factors affect the acculturation for sojourns? GOALS OF THE STUDY The objectives of this thesis will be 1. To increase knowledge of the contexts and environments of the intercultural interaction of international students studying in Japanese colleges. To understand how social and cultural context affect sojourners’ acculturation processes. 2. To increase knowledge of the development process of intercultural competence by foreign students studying in Japanese universities. To develop a model of acculturation based on the motivation and experience of sojourners who are students visiting another country and eventually return to their home country. Bennett (1994) has developed a framework of intercultural sensitivity, which is the ability to recognize the differences among various cultures. It is the ability of being familiar with one’s own ethnocentric perspectives and realizing that one’s own perspective is not the only way, and that there are other possible ones. According to Matsumoto and his fellow researchers, intercultural adjustment potential is “the ability to adapt successfully to life in a cultural environment different than that which one is accustomed to” (Matsumoto, LeRoux, Bernhard, & Grey, 2004, p.281). Both Bennett and Matsumoto have identified orientations that people living abroad seem to experience in their process of acquiring intercultural competence. 3. To increase knowledge of how early sojourner motivations affect the development of intercultural competence. Ayano (2006) measured pre-sojourner psychological states to demonstrate how students alter the states in order to adjust themselves into a new culture. 4．To increase knowledge of the correlation between intercultural competence and intercultural interaction. It is necessary to understand how the sojourners’ daily intercultural interaction events relate to their degree of intercultural competence. Moreover, the individual’s intercultural competence must affect how the sojourners perceive an event during intercultural communication. According to Culhane (2001), acculturation of sojourners, people staying in a foreign country for a period of time, having the intention of returning to their home country, are highly affected by various events in their daily life. An event can be perceived by sojourners either negatively or positively. The sojourners reaction to an event is, “enhanced exploration” behavior. When an event is positively cognized, one type of “enhanced exploration” behavior tends to be observed, sojourners using their target language (L2) more actively and developing friendships with native target language speakers. Sojourners who interpret one event negatively often show the opposite “enhanced exploration” behavior, avoiding using the L2 and neglecting developing friendships with L2 native speakers. Within this reciprocal relationship between the intercultural competence and intercultural interaction, it is important to explore how the cultural identity of foreign students in Japan alters.

Expected Outcomes

Implications/conclusions It is likely that through the proposed research, various events of daily activities associated with social identity shift and intercultural communication competence development process will be revealed. This expected outcome is not unreasonable given that such a relationship between culture, identity and context has been a common theme in the field of discourse analysis. The opportunity to reveal factors of intercultural communications in university environments will provide a very useful insight into the depth of issues with study abroad programs and those studying and living as foreign students in Japan. I hope this investigation will identify the issues and present some solutions and ideas for developing a more multi-cultural environment in Japanese universities.

References

Altshler, L., Sussman, N. M. and Kachur, E. (2003). Assessing changes in intercultural sensitivity among physician trainees using intercultural development inventory. International Journal of Intercultural Relations, 27(4), 387-401. Aruguete, M. S., Yates, A., Edman, J. L., and Sanders, G. (2007). Eating and acculturation in a Filipino American Population on a Small Hawaiian Island. North American Journal of Psychology, 9(2), 347-358. Ayano, M. (2006). Japanese students in Britain. In Michael Byram and Anwei Feng (eds.) Living and Studying Abroad (pp.11-37), Ontario: Languages for Intercultural Communication and Education. Bakker, W., Van der Zee, K., Oudenhoven, J. P. (2006). Personality and Dutch emigrants’ reactions to acculturation strategies. Journal of Applied Social Psychology. 36(12), 2864-2891. Bandura, A. (1977). Self-efficiency: Toward a unifying theory of behavioral change. Psychological Review, 87, 191-215. Bar-On, R. (1997), Bar-On emotional quotient inventory (EQ-I): Teaching manual, multi-health system, Tronto. Bennett, M.J. (1993). Toward ethnorelativism: A developmental model of intercultural sensitivity. In: R.M. Paige, Editor, Education for the intercultural experience, Intercultural Press, Yarmouth, ME, pp. 21-71. Berger, C. R. (1975a). Proactive and retroactive attribution processes in interpersonal communication. Human Communication Research, 2, 33-50. Bennett, M. (1994). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. Paige (Ed.), Education for the intercultural experience (pp.1-51). Yarmouth, ME: Intercultural Press. Berger, C.R., and Calabrese, R.J. (1975b). Some explorations in initial interaction and beyond: Toward a developmental theory of interpersonal communication. Human Communication Research, 1, 99-112. Berger, C. R., & Gudykunst, W. B. (1991). Uncertainty and communication. In B. Dervin & M. Voight (Eds.), Progress in communication sciences. Norwood, NJ: Ablex. Berry, J. W. (1997). Immigration, acculturation and adaptation. Applied Psychology: An international Review, 46, 5-68. Berry, J. W. (1980a). Social and cultural change. In H. C. Triandis, & R. W. Brislin (Eds.), Handbook of cross-cultural psychology: Social psychology (vol. 5, pp. 211-279). Boston: Allyn and Bacon. Berry, J. W. (2003). Conceptual approaches to acculturation. In K. Chun, P. Balls-Organist, & G. Marin (eds.), Acculturation: Advances in theory, measurement and applied research (pp.17-37). Washington, DC: APA Press. Berry, J. W., and Sam, D. L. (1997). Acculturation and adaptation . In J. W. Berry, M. H. Segall, & C. Kagitcibasi (Eds.), Handbook of cross-cultural psychology, Vol. 3 (pp. 291-326). Boston: Allyn & Bacon. Brislin, R. and Yoshida, T. (1994). Intercultural communication training: an introduction. London: SAGE Publication. Burdette-Williamson, P. (1996). Communication rules in Donahue discourse. In C. Cardbaugh (ed.), Cultural communication and intercultural contact (pp. 119-149). Hillsdale, NJ: Lawrence Erlbaum Assoc. Byrne, B. M. (1984). The General/Academic Self-Concept Nomological Network. Review of Educational Research, 54, 427-456. Chen, G. M. and Starosta, W. J. (1996). Intercultural communication competence: a synthesis. Communication Yearbook, 19, 353-383. Collier, M. J. (1988). A comparison of conversations among and between domestic culture groups: How intra- and intercultural competencies vary. Communication Quarterly, 36(2), 122-144. Culhane, S. F. (2001a). Intercultural contact in a study-abroad: Research and practice. Clevedon, UK: Multilingual Matters. (2001b). Intercultural contact in a study-abroad ESL setting. Ph.D. Dissertation, University of British Columbia. (2002). Sojourner acculturation attitudes: Suggestions for learner motivation in second language acquisition (SLA). Bulletin of the Faculty of Education, Kagoshima University. Studies in education, 54, 59-73. (2004). An intercultural interaction model: Acculturation attitudes in second language acquisition. Electronic Journal of Foreign Language Teaching, 1, 50-61. Deardorff, D. (2006a). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266. Elfenbein, H. A. (2006), Learning in emotion judgements: Training and the cross-cultural understnadingof facial expressions. Jourrnal of Nonverbal Behavior, 30(1), 21-36. Erkut, S., Szalacha, L. A., Coll, C. G., and Alarcon, O. (2000). Puerto Rican Early Adolescents' Self-Esteem Patterns. Journal of Research on Adolescence, 10(3), 339-364. Fan, C. and Max, A. S. (1998). Measuring social self-efficacy in a culturally diverse student population. Social Behavior and Personality, 26(2), 131-144. Furnham, A. and Bochner, S. (1986). Culture shock: Psychological reactions to unfamiliar environment. New York, NY: Routledge. Gabel, R. S., Dolan, S. L., and Cerdin, J. L. (2005). Emotional intelligence as predictor of cultural adjustment for success in global assignment. Career Development International, 10(5), 375-395. Gordon, M. M. (1971). The nature of assimilation and the theory of the melting pot. In E. P. Hollander & R. G. Hunt (Eds.), Current perspectives in social psychology (Third ed., pp. 102-114). New York: Oxford University Press. Griffin, E. A. (2005). A first look at communication theory. New York: McGraw-Hill. Gudykunst, W. B. (1985). A model of uncertainty reduction in intercultural encounters. Journal of Language and social Psychology, 4, 79-98. Gudykunst, W. B., and Hammer, M. R. (1983). Basic training design: Approaches to intercultural training. In D. Landis & R. Brislin (eds.), Handbook for intercultural training: Col. 1. Issues in design and theory (pp. 118-154). New York: Pergamon. Gudykunst, W. B., Yang, S. M. and Nishida, T. (1985). A cross-cultural test of uncertainty reduction theory: comparisons of acquaintances, friends, and dating relationships in Japan, Korea, and the United States. Human Communication Research, 11, 407-454. Hammer, M.R., Bennett, M.J. and Wiseman, R. (2003). The intercultural development inventory: A measure of intercultural sensitivity. M. Paige (Ed.), International Journal of intercultural Relations, 27, 421-443. Hammer, M. R., Gudykunst, W. B., and Wiseman, R. L. (1978). Dimensions of intercultural effectiveness: An exploratory study. International Journal of Intercultural Relations, 2, 382-392. Hoopes, D. (1979). Intercultural communication concepts and the psychology of intercultural experience. In M. A. Pusch (ed.), Multicultural Education: A cross-cultural training approach (pp. 9-38). Yarmouh: Intercultural Press. Klak, T. and Martin, P. (2003). Do university-sponsored international cultural events help students to appreciate “difference”?. International Journal of Intercultural Relations, 27, 445-465. Koester, J., Wiseman, R. L., and Sanders, J. A. (2005). Multiple perspectives of intercultural communicaiton competence. In R. L. Wiseman and J. Koester (eds.), Intercultual communication competence (pp. 3-15). California: SAGE Publiscations. Matsumoto, D. (1999). ICAPS Intercultural adjustment potential scale. Tokyo: Hon no Tomo-sha. Marsh, H. W., Byrne, B. M. and Shavelson, R. J. (1988). A Multifaceted Academic Self-Concept. Journal of Educational Psychology, 80, 366-80. Matsumoto, D., LeRoux, A.J., Bernhard. R. & Gray, H. (2004). Personality and behavioral correlates of intercultural adjustment potential. International Journal of Intercultural Relations, 28 (3-4), 281-309. Matsumoto, D., Hirayama, S., and LeRoux, J. A. (2006). Psychological skills related to intercultural adjustment. In Paul T. P. Wong and Lillian C. J. Wong (Eds.), Handbook of multicultural perspectives on stress and coping (pp. 387-408). New York: Kluwer Academic/Plenum Publishing. Mayer, J. D. and Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds). Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). New York: Basic Books. Ministry of Education, Culture, Sports, Science and Technology (MEXT) (2006). Outline of the student exchange system in Japan. Tokyo: Student Services Division of the Higher Education Bureau of Ministry of Education, Culture, Sports, Science and Technology. Mzobanzi, M. M. (1989). The Relative Importance of Global Self-Concept and Self-Concept of Academic Ability in Predicting Academic Achievement. Adolescence, 24, 39-46. Neto, F. (2002). Acculturation strategies among adolescets from immigrant familiies in Portugal. International Journal of Intercultural Relations, 26, 17-38. Olson, Ch. L. and Kroeger, K. R. (2001), Global competency and intercultural sensitivity. Journal of Studies in International Education, 5(2), 116-137. Paige, M. R., Jacobs-Cassuto, M., Yershova, Y. A., and DeJaeghere, J. (2003) Assessing intercultural sensitivity: an empirical analysis of the Hammer and Bennett Intercultural development inventory. International Journal of Intercultural Relations, 27(4), 467-486. Parker, J. D., Saklofske, D. H., Shaughnessy, P. A., Huang, S. H., Wood, L. M., and Eastabrook, J. M. (2005). Generalizability of the emotional intelligence construct: A cross-cultural study of North American aboriginal youth. Personality & Individual Diference, 39(1), 215-227. Pullmann, H. and Allik, J. (2000). The Rosenbrg self-esteem scale: Its dimensionality, stability and personality correlates in Estonian. Personality and Individual Differences, 28, 701-715. Ruben, B. D. (1976). Assessing communication competency for intercultural adaptation. Group & Organization Studies, 1, 334-354. Ruben, B. D. (1983). A system-theoretic view. In W. Gudykunst (ed.), Intercultural communication theory (pp. 45-60). Newbury Park, CA: SAGE Publications. Ruben, B. D. (1989). The study of cross-cultural competence: Traditions and contemporary issues. International Journal of Intercultural Relations, 13, 229-240. Shinn, S. (2003). Communication across cultures. BizEd, 2(6), 6 Stenhouse, J. and Wood, G. (2005). Christianity, modernity and culture. Hindmarsh, SA: ATF Press. Sullivan, H. S. (1953). The interpersonal theory of psychiatry. New York: Norton. Sunnafrank, M. (1986). Predicted outcome value during initial interactions: A reformation of uncertainty reduction theory. Human Communication Research, 13, 191-210. Szapocznik, J., Scopetta, M. A., Kurtines, W., and Aranalde, M. A. (1978). Theory and measurement of acculturation. Interamerican Journal of Psychology. 12, 113-30. Taft, R. (1988). The psychological adaptation of Soviet Immigrants in Australia. In Y. Y. Kim & W. B. Gudykunst (Eds.), Cross-cultural Adaptation: Current Approaches. CA: SAGE Publications. P. 150-211. Terence, M. R. (1973). Motivation and participation: An Integration. The Academy of Management Journal, 16 (4). 670-679. Tice, D. M. and Bratslavsky, E. (2000) Giving in to feel good: The place of emotion regulation in the context of general self-control. Psychological Inquiry, 11(3), 149-159. Ting-Toomey, S. (1999). Communicating across cultures. New York: Guilford. Tsytsarev S. and Krichmar L. (2000). Relationship of percived culture shock, length of stay in the U.S., depression, and self-esteem in elderly Russian-speaking immigrants. Journal of Social Distress and the Homeless, 9(1). 35-49. Vroom, V. H. (1964). Work and motivation. New York: Wiley. Ward, C., Bochner, S., & Furnham, A. (2001). The psychology of culture shock. Hove, UK: Routledge. Webster, G. D. (2007). Is the relationship between self-esteem and physical aggression necessarily U-shaped? Journal of Research in Personality, 41, 977-982. Webster, G. D., & Kirkpatrick, L. A. (2006). Behavioral and self-reported aggression as a function of domain-specific self-esteem. Aggressive Behavior, 32, 17-27. Williams, T. R. (2005). Exploring the impact of study abroad on students’ intercultural communication skills: adaptability and sensitivity. Journal of Studies in International Education, 9(4), 356-371. Winkelman, M. (1994). Cultural shock and adoption. Journal of Counseling and Development, 73, 121-126. Yoshikawa, M. J. (1988). Cross-cultural adaptation and perceptual development. In W. B. Gudykunst & Y. Y. Kim (eds.), Cross-cultural adaptation: current approaches (pp.140-148). London: SAGE Publications.

Author Information

Asako Kajiura

Ritsumeikan Asia Pacific University

Language Institute

Oita

107

Search the ECER Programme

Search for keywords and phrases in "Text Search"
Restrict in which part of the abstracts to search in "Where to search"
Search for authors and in the respective field.
For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.