How International Students’ Acculturation Motivation Develops over Time in an International Learning Environment: A Longitudinal Study

This research investigates how the acculturation motivation (AM) of new international students develops over time, and which factors play a role in this development. In the context of a Dutch university, we interviewed 25 students from 17 countries three times over eight months. The findings show th...

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Bibliographic Details
Published in:Journal of international students 2022-03, Vol.12 (2), p.510-530
Main Authors: Aladegbaiye, Adedapo T, De-Jong, Menno D.T, Beldad, Ardion
Format: Article
Language:English
Subjects:
Acculturation
Adaptation
Adjustment
Assimilation (Sociology)
College Students
Culture
Educational aspects
Educational Environment
Educational Objectives
English (Second Language)
Foreign Countries
Foreign Students
Friendship
Interviews
Learning
Longitudinal studies
Motivation
Motivation in education
Psychological aspects
School environment
Social aspects
Social Discrimination
Social Influences
Society
Student Experience
Student Motivation
Students, Foreign
Study abroad
Teachers
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Summary:This research investigates how the acculturation motivation (AM) of new international students develops over time, and which factors play a role in this development. In the context of a Dutch university, we interviewed 25 students from 17 countries three times over eight months. The findings show that initial AM levels can be categorized as high or low. These AM levels evolved into four patterns in the three interview rounds: high-low-low, high-low-high, low-highlow, and low-high-high. After four months, twelve factors emerged as affecting the development of students' AM levels. Prominent factors were prior international experience, language issues, and perceived student identities. After eight months, seven additional factors contributed to subsequent changes in students' AM levels, including the perceived international learning environment, friendship networks, and teachers' role in intercultural contacts. Findings suggest that universities can introduce interventions which could improve international students' acculturation experiences at specific times.
ISSN:2162-3104
2166-3750
DOI:10.32674/jis.v12i2.3642