College of Education and Human Development Theses and Dissertations
Permanent URI for this collectionhttps://hdl.handle.net/1969.6/1173
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Browsing College of Education and Human Development Theses and Dissertations by Subject "acculturation"
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Item Comparing marital satisfaction, acculturation, and personality across Asian-mixed couples and Asian couples in the United States(2/24/2014) Lee, ShinHwaAs a relatively new but increasing issue, cross-cultural relationships are an area in need further study and understanding for counselors who work with couples and families. Most previous research in this area has been focused on conflicts and issues among cross-cultural couples due to cultural differences; other possible factors or issues, such as personality characteristics, are limited. Moreover, only limited research studies were conducted with Asians involved cross-cultural couples despite the growing population. The purpose of this study was to compare marital satisfaction, acculturation, and personality characteristics across Asian-mixed couples and Asian couples in the United States through examination of (a) the relationship among the level of acculturation, personality, and the level of marital satisfaction of Asians in Asian couples and Asian-mixed couples, (b) the level of acculturation based on their gender and marriage types, (c) the level of marital satisfaction based on their gender and marriage types, and (d) personality characteristics based on marriage types. The sample included 92 Asian and non-Asian individuals in Asian couples and Asian-mixed couples (22 Asian males and 27 Asian females having an Asian partner, 4 Asian males and 23 Asian females having a non-Asian partner, and 14 non-Asian males and 2 non-Asian females having an Asian partner). The findings in this study include (a) no relations among the acculturation level, personality, and the marital satisfaction level of Asians in Asian couples and Asian-mixed couples, (b) significantly higher levels of acculturation in Asians in Asian-mixed couples, (c) no differences in the level of marital satisfaction among individuals in Asian couples and Asian-mixed couples, (d) significantly higher levels of openness, conscientiousness, and extraversion in individuals in Asian-mixed couples. Implications from this study for counselor educators, practitioners, and future counselors working with Asian-mixed couples include (a) being aware of several personality characteristics of Asian-mixed couples that possibly work as strengths and protective factors in their marriage, (b) opening and exploring issues based on wider and holistic views rather than only focus on cultural differences, (c) avoiding stereotypes and pre-assumptions, and (d) understanding basic Asian values.Item An examination of the individual factors predictive of counseling self-efficacy among international counseling students(2018-05) Haktanir, Adbulkadir; Watson, Joshua C.; Oliver, Marvarene; Hollenbaugh, K. Michelle Hunnicutt; Moore, PeterThe number of international students studying in counseling programs is on the rise. Studies focusing on international counseling students (ICSs) report that ICSs experience unique challenges during their studies. Researchers reported that ICSs experience academic, psychological, and cultural challenges. Little focus has been given to how these challenges may affect ICSs’ effectiveness as counselors. Counseling self-efficacy (CSE) refers to the degree to which counselors or counselors-in-training believe that they can effectively counsel potential clients in the near future. Although CSE pertains to perceived effectiveness and does not refer to competency, researchers have reported a correlation between CSE and higher quality of services to clients. Despite the significance of the topic, scant research related to international counseling students’ CSE is available. In the few studies of CSE among ICSs, researchers have reported inconsistent findings. Consequently, this study examined the academic, psychological, and cultural factors that may explain CSE among ICSs. The variables used to predict CSE were selected based on the extant literature and included counseling-related coursework, clinical experience, anxiety, social support, and acculturation. Eighty-nine participants representing five continents (e.g., Asia, Africa) and seven counseling specialty areas (e.g., counselor education, school counseling) completed the survey. A hierarchical multiple regression analysis (HMRA) revealed that counseling-related coursework and clinical experience were significant predicators of CSE. Additionally, acculturation was a significant predictor of CSE among ICSs after controlling for counseling-related coursework, clinical experience, and anxiety. Anxiety did not explain a significant percentage of the variance in ICSs’ CSE scores while social support was removed from the primary analysis due to violation of an HMRA assumption. Discussion of the findings along with implications, limitations, and recommendations for future research are provided.Item The role of an international education program in facilitating international students' acculturation and self-efficacy(2019-08) Bu, Yuehui; Banda, Rosie; Kouzekanani, Kamiar; Smith, NancyInternationalization and globalization have been a trend of much analysis over the last two decades (Rumbley, Altbach, & Reisberg, 2012). Globalization influences technology, environment, culture, education, medical science, ideology, the economy, and many more fields (Knight, 2015). In education, globalization has profound implications for international education (Myers, 2010). Along with the development of international education in U.S. higher education institutions, the acculturation and self-efficacy challenges that international students encounter have caught the attention of international education leaders. As a direct and essential part in the international education, the International Education Program (IEP) could directly influence international students’ acculturation and self-efficacy. The study was designed to examine the role of the IEP on facilitating international students’ acculturation and self-efficacy at an Hispanic Serving Institution (HSI) in South Texas, focusing on the importance of these two constructs and the effectiveness of the IEP on facilitating them. The participants (n = 94) were international students who were enrolled in this institution. A web-based version of a 2-part survey instrument, the International Students’ Acculturation and Self-Efficacy Questionnaire (ISASEQ), was used for the purpose of data collection, utilizing Qualtrics survey software. A series of descriptive and inferential statistical techniques were used to analyze and report the data. All importance scores were higher than the effectiveness scores. Regardless of age, gender, ethnicity, education level, and years of university education, acculturation and self-efficacy were reported to be quite important and the IEP was effective in facilitating both. Importance of acculturation was affected by years of education outside the home country.Item Self-efficacy, stress, and acculturation as predictors of first year science success among Latinos at a South Texas university(2/28/2014) McNamara, Mark; Kamiar KouzekananiThe study tested the hypothesis that self-efficacy, stress, and acculturation are useful predictors of academic achievement in first year university science, independent of high school GPA and SAT scores, in a sample of Latino students at a South Texas Hispanic serving institution of higher education. The correlational study employed a mixed methods explanatory sequential model. The non-probability sample consisted of 98 university science and engineering students. The study participants had high science self-efficacy, low number of stressors, and were slightly Anglo-oriented bicultural to strongly Anglo-oriented. As expected, the control variables of SAT score and high school GPA were statistically significant predictors of the outcome measures. Together, they accounted for 19.80% of the variation in first year GPA, 13.80% of the variation in earned credit hours, and 11.30% of the variation in intent to remain in the science major. After controlling for SAT scores and high school GPAs, self-efficacy was a statistically significant predictor of credit hours earned and accounted for 5.60% of the variation; its unique contribution in explaining the variation in first year GPA and intent to remain in the science major was not statistically significant. Stress and acculturation were not statistically significant predictors of any of the outcome measures. Analysis of the qualitative data resulted in six themes (a) high science self-efficacy, (b) stressors, (c) positive role of stress, (d) Anglo-oriented, (e) bicultural, and (f) family. The quantitative and qualitative results were synthesized and practical implications were discussed.