Abstract/Details

Acculturation, perceived social dominance orientation, and perceived social support among European international students


2008 2008

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Abstract (summary)

This study investigated the relationships among perceived social dominance orientation, type of perceived social support, and acculturation of European international students in the U.S.. The 73 participants were international students from linguistically related countries in Europe. Path analysis was employed and, because a mediation effect could not be found, backward elimination multiple regression analysis was conducted. Results revealed significant relationships between perceived socializing social support by Americans and higher levels of acculturation to the United States (U.S.) and between perceived socializing social support by international students and lower levels of acculturation. There was also a significant relationship between emotional social support by Americans and higher levels of acculturation to the U.S. The results imply that distinguishing between different types of social support may be useful. Student support personnel are encouraged to educate students about differences in friendship norms and to promote student socialization with Americans if possible.

Indexing (details)


Subject
Bilingual education;
Multicultural education;
Educational psychology;
Psychotherapy;
Acculturation;
Perceptions;
Social psychology;
Social support;
International;
Students
Classification
0282: Bilingual education
0282: Multicultural education
0525: Educational psychology
0622: Psychotherapy
Identifier / keyword
Education; Psychology; Acculturation; European; European students; International students; Social dominance orientation; Social support
Title
Acculturation, perceived social dominance orientation, and perceived social support among European international students
Author
Zander, Svenja
Number of pages
115
Publication year
2008
Degree date
2008
School code
0169
Source
DAI-A 69/06, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549654087
Advisor
Frey, Lisa L.
Committee member
Audas, Millie; Beesley, Denise; Crowson, H. M.; Robbins, Rockey
University/institution
The University of Oklahoma
Department
Department of Educational Psychology
University location
United States -- Oklahoma
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3315342
ProQuest document ID
230696269
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/230696269
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