Who benefits from the international classroom? A longitudinal examination of multicultural personality development during one year of international higher education.
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| Title: | Who benefits from the international classroom? A longitudinal examination of multicultural personality development during one year of international higher education. |
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| Authors: | Hofhuis, Joep1 j.hofhuis@eshcc.eur.nl, Jongerling, Joran2, Jansz, Jeroen1 |
| Source: | Higher Education (00181560). Apr2024, Vol. 87 Issue 4, p1043-1059. 17p. |
| Subject Terms: | *Higher education, *Multicultural education, *Foreign students, *Emotion regulation, *Empathy |
| Abstract: | Enhancing students' intercultural competences through international higher education requires a thorough understanding of the way in which these competences develop over time, how they relate to outcomes, and which factors predict their growth. To answer these questions, a three-wave longitudinal study was conducted among a sample of first-year students in an international university program (n = 425). Intercultural competences were operationalized through the five dimensions of the Multicultural Personality Questionnaire (MPQ): Cultural Empathy, Openmindedness, Flexibility, Social Initiative and Emotional Stability. We examined development of these traits across one year, as well as their relationship with stress, life satisfaction, and academic performance (GPA). Cultural background (local vs. international student) and prior international experience (yes/no) were included as predictors. Results show that MPQ scores at the beginning of the year negatively relate to change across semester 1, which in turn is negatively related to change across semester 2. These findings suggest the presence of ceiling effects in MPQ development. In semester 1, emotional stability acts as a buffer against stress. In semester 2, stress is lower among students with higher scores on cultural empathy, and lower scores on flexibility. Cultural empathy and social initiative relate positively to academic performance. No significant main effects were found for cultural background, or prior international experience. However, these predictors interact on openmindedness and social initiative: local students with no prior international experience show a significant increase in these dimensions across the first semester, whereas the others do not. [ABSTRACT FROM AUTHOR] |
| Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 176609729 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10734-023-01052-6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1043 Subjects: – SubjectFull: Higher education Type: general – SubjectFull: Multicultural education Type: general – SubjectFull: Foreign students Type: general – SubjectFull: Emotion regulation Type: general – SubjectFull: Empathy Type: general Titles: – TitleFull: Who benefits from the international classroom? A longitudinal examination of multicultural personality development during one year of international higher education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hofhuis, Joep – PersonEntity: Name: NameFull: Jongerling, Joran – PersonEntity: Name: NameFull: Jansz, Jeroen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00181560 Numbering: – Type: volume Value: 87 – Type: issue Value: 4 Titles: – TitleFull: Higher Education (00181560) Type: main |
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