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• W36451608 abstract "The study investigates intercultural adjustment (IA) of Russian students to the U.S. academic environment. IA is examined through the lens of the Time orientation (T orientation) of Kluckhohn and Strodtbeck’s (1961) theory of value orientations. The study reveals students’ T orientation and degrees, perceived difficulties, and strategies of adjustment. Increased international contacts over the last few decades have influenced exchanges in the field of education. This increase in international educational exchanges has received attention of researchers from various fields who have seen the need to study the complex nature and structure of intercultural exchange processes. Dillon and Swann (1997), Dinges and Baldwin (1996), Kim (2001), Ting-Toomey (1999), and Ward and Kennedy (1993) focus their efforts on investigating origins, nature, and consequences of cultural differences, on the interand intrapersonal processes involved, and on ways of facilitating intercultural understanding. Recently, research has shifted from examining primarily traumatic experiences of cross-cultural transitions traditionally associated with culture shock to “the learning and growth facilitating nature of the same process” (Kim, 2001, p. 50) commonly termed as the intercultural adjustment process which can be identified as “the dynamic process by which individuals, upon relocating to new, unfamiliar, or changed cultural environments, establish (or reestablish) and maintain relatively stable, reciprocal, and functional relationships with those environments” (p. 31). Continuing that focus, this paper explores the nature of adjustment process of international students and ways to facilitate it. Within this framework, the present study is given impetus by several deficiencies in the existing research on IA. First, a degree of confusion in terminology is apparent among scholars: some (Searley & Ward, 1990; Tsang, 2001; Ward & Kennedy, 1993) refer to the process as adjustment; some (Matsumoto et al., 2001; Ting-Toomey, 1999) as adaptation. Second, the current study agrees with Dillon and Swann (1997) and Dinges and Baldwin (1996) who insist that scholars have not yet come to agreement on the factors that impact international students’ IA. For example, several researchers (Tsang, 2001; Ward & Kennedy, 1993; Ward, Okura, Kennedy & Kojima, 1999) distinguished its two domains: psychological and sociocultural. At the same time, Kealey (1996) and Matsumoto et al. (2001) concentrate only on the psychological components. Additionally, findings vary among the studies. While Searle and Ward (1990) found four variables that influence psychological adjustment, Ward and Kennedy’s (1993) study supported only two of them. In short, this paper supports Ward et al. (1999) who state, “considerable controversy remains about the process of adapting to a new culture and the patterns of adjustment over time” (p. 277), and propose two causes of the problem: the lack of a strong theoretical foundation of the concept and the lack of an objective instrument. Remarkably, little research focuses specifically on students’ adjustment to the U.S. academic environment. The literature review revealed only one study (Toyokawa & Toyokawa, 2002) that investigated the role of extracurricular activities and the students’ adjustment to campus life. Finally, no study of Russian students’ IA was found; meanwhile, among foreign scholars in 2000, Russians" @default.
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• W36451608 date "2013-01-01" @default.
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• W36451608 title "A Study of Intercultural Adjustment Regarding Time Orientation of Russian Students in the U.S. Academic Environment" @default.
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