This chapter introduces the background of this study and the problem statement. Based on the background and problem statement, the researcher examines the research purpose, research question, and significance of this study. Finally, according to the purpose and the questions, the researcher noted the definition of terms in this study.
Background of the Study
In recent years, globalization and global mobility became an important topic for discussion. Since the international company increases, increasingly products, stores, thoughts go through all over the world. The globalized situation is similar to organizational talents.
Nowadays, companies required more cross-cultural talents in order to face the globalized workforce. Kaufman and Johnson (2005) noted that companies prefer to hire international backgrounds or individuals with international experience. By developing the cross-cultural young talents, study abroad program is often viewed as an effective way to realize it. Several studies found out that the study abroad program develops student’s global view, cross-cultural competency, self- confidence, and well-being (Kitsantas, 2004). When people face different culture and environment, they are often forced to change their behaviors and mindsets; thus they can survive in a different surrounding. In this condition, there are increasing opportunities for offering study abroad programs. Berdan (2017) also reported, there are 325,339 U.S.
students studied oversea in the academic year 2015/16, which is a growth of 4% over the previous academic year. Moreover, it was a tripled number during the past 20 years.
Although there is a trend of studying abroad, there are few studies discussing the psychological well-being level of the students who studied abroad. The researcher-researched on Scopus database; there is only one study research on the well-being level of students who studied abroad through the year 2000 to 2019 (Yang, Zhang, & Sheldon, 2018). However, many philosophical, and researchers emphasize that it is important to aware the maintenance and improvement of an individual’s well-being (Wilber, 2000). Psychological well-being is not only conceptualization of mental health but also a major predictor to individuals performance (Arnold, Turner, Barling, Kelloway, & McKee, 2007; Wright & Cropanzano, 2000). Therefore, it is important to understand the psychological well-being level of the students who studied abroad.
In addition, when students studied abroad, they may struggling with cultural differences.
In order to balance and comfort their thoughts and feelings, psychological flexibility stands an important role. As Bond, Flaxman, and Bunce (2008) mentioned that psychological flexibility
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refers to the capacity when individuals concentrate on the present situation and take actions to achieve their goals and values, even they are facing the situation or feelings that they unwanted.
As being an international student, there are cultural differences and difficulties during their abroad time. In order to overcome these unwanted thoughts and achieve their goals (e.g.
finishing their study abroad program, learn a different language, and adapt to a different culture), enhancing their psychological flexibility become an important issue. Therefore, the researcher aims to study the relationship between psychological flexibility and psychological well-being with the background of study abroad students.
On the other hand, studying abroad often increases an individual’s self-efficacy (Page, 2005). When studying abroad, individuals often go abroad by themselves. Hence, they are facing a totally different surrounding alone. In that situation, they are often forced to face those difficulties and challenges by themselves. However, it causes them to grow at the same time.
Overtimes, they can deal with more challenges than they could; moreover, the experience may help them to increase their self-confidence. In Dwyer & Peters (2004) study, they surveyed around 3400 students after the students who joined a study abroad program; 96% of the students think that they are more confident than before they went studying abroad. As the definition of self-efficacy, it was defined as the capacity to believe themselves and to achieve the goals (Chen, Gully, & Eden, 2001). In other words, students with study abroad experience may have a higher level of self-efficacy. Moreover, several studies had examined self-efficacy as a predictor of psychological well-being (Karademas, 2006; Page, 2005). As already noted above, the researcher wants to study about self-efficacy to the relationship between psychological flexibility and psychological well-being.
Furthermore, the length of studying abroad could also make a difference in the impact of students who studied abroad. Some researchers claimed that longer studying abroad experience could have a better impact on an individual’s future (Dwyer, 2004). Other researchers argued that a short-term study abroad program made a big difference to one’s life (Anderson, Lawton, Rexeisen, & Hubbard, 2006). The U-curve adjustment theory presents four stages of people living in a new culture. In the third stage of the theory called adjustment stage, it means that individuals steady adapt to a different culture; in addition, they try to learn how to behave properly refers to the cultural norms from the host country (Black & Mendenhall, 1991). From the theory, the researcher found that people start to adjust their behavior after their sixth to eighth months while going abroad. Furthermore, the peak of behavioral changing is the eighth months of staying in a new culture (Black & Mendenhall, 1991). Therefore, in this study, the
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researcher will also compare two groups of the sample. One group with over 8 months of study abroad experiences (A group) and the other group that with under 8 months of study abroad experiences including no experience (B group). This study would like to utilize the t-test to compare the two groups’ means in terms of psychological well-being level.
Problem Statement
According to the literature, researchers often studied on the benefit of student’s global view, intercultural competence, language capabilities and how study abroad program affects them to choose their future university major and future jobs (Dwyer & Peters, 2004; Franklin, 2010; Kitsantas, 2004; Norris & Gillespie, 2009). However, limited studies focus on how study abroad experiences make a difference in their psychological well-being. Deci and Ryan (2008) noted that psychological well-being is one of the basic and common psychological need.
Therefore, it is important to study on the psychological well-being level of the people who have study abroad experience.
When deeper discussing the psychological well-being level of students who studied abroad, psychological flexibility may take an important role. Despite several studies examining the major influence of psychological flexibility to one’s mental health and well-being. There are lacking literature which studied directly on the relationship between psychological flexibility and psychological well-being. Consequently, this study aims to study the relationship between psychological flexibility and psychological well-being.
On the other hand, the researcher noted that self-efficacy and study abroad experience may influence the relationship between psychological flexibility and psychological well-being.
However, there has thus far been relatively little research on these variables. Therefore, in this study, the researcher also aims to study the moderation effect of self-efficacy and study abroad experience to the relationship between psychological flexibility and psychological well-being.
Furthermore, the length of studying abroad is also an important issue for the individual’s study abroad impact. There are several choices when we go abroad to study; one of the alternatives is a time of study abroad program. A number of studies have shown a different perspective between the benefit of long-term studying abroad and short-term studying abroad.
While several researchers aim longer study abroad program is better (Dwyer, 2004). Therefore, according to the U-curve adjustment theory (Black & Mendenhall, 1991), this study separates the sample into two groups in order to test whether study abroad length makes a difference on one’s psychological well-being.
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Research Purpose and Questions
The purpose of this study is to discover whether psychological flexibility has a positive effect on one’s psychological well-being. In addition, this study aims to understand the moderation effect of study abroad experiences and self-efficacy between the relationship of psychological flexibility and psychological well-being. More specifically, this study compares two groups of the sample in order to understand how study abroad length makes a difference in one’s psychological well- being. The research questions are stated as follows:
1. Does psychological flexibility affect one’s psychological well-being?
2. Whether self-efficacy has a moderating effect on the relationship between psychological flexibility and psychological well-being?
3. Whether study abroad experience has a moderating effect on the relationship between psychological flexibility and psychological well-being?
4. Is there a significant difference in psychological well-being between people with staying abroad over and under 8 months?
Significance of the Study
In this globalized world, having a global view, intercultural sensitive and abilities are becoming more and more important. Therefore, there are increased numbers of overseas study programs. Since students went to study abroad, they might be facing difficulties in cultural difference. In addition, considering the level of psychological well-being of students who studied abroad is also important. Despite psychological flexibility is a predictor to an individual’s mental health. However, in literature, there are lacking studies between the relationship of psychological flexibility and psychological well-being. Wersebe, Lieb, Meyer, Hofer, and Gloster (2018) suggested that there is a need for researching the relationship between psychological flexibility and psychological well-being. Thus, this study aims to contribute to the existing literature on the relationship between psychological flexibility and psychological well-being. Furthermore, this study presents the moderation effect result of self-efficacy and study abroad experience to the relationship between psychological flexibility and psychological well-being. It provides an understanding of how self-efficacy and study abroad experience affect to one’s psychological well-being. Last but not least, this study provides another perspective of choosing study abroad length by considering their psychological well-being level. In general, this research shows a more comprehensive view of the relationship among psychological flexibility, self-efficacy, study abroad experience, and psychological well-being.
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Definition of Terms
There are four key terms in this study: psychological flexibility, psychological well-being, self-efficacy, and study abroad experience. Their definitions are noted as follow:
Psychological Flexibility
In Bond et al. (2011)’s study, they defined psychological flexibility as “the ability to fully contact the present moment and the thoughts and feelings. It contains without needless defense, and, depending upon what the situation affords, persisting or changing in behavior in the pursuit of goals and values” (p.7). In other words, psychological flexibility is the capacity to change one’s actions and minds when facing a wanted or unwanted situation.
Psychological Well-Being
Ryff (1989) developed a theoretical model of psychological well-being. The model includes six dimensions: Autonomy, personal growth, environmental mastery, positive relations with others, purpose of life and self-acceptance. Ryff and Keyes (1995) had defined these six elements:
These dimensions encompass a breadth of wellness that includes positive evaluations of oneself and one's past life (Self-Acceptance), a sense of continued growth and development as a person (Personal Growth), the belief that one's life is purposeful and meaningful (Purpose in Life), the possession of quality relations with others (Positive Relations With Others), the capacity to manage effectively one's life and surrounding world (Environmental Mastery), and a sense of self-determination (Autonomy). (p.720)
Self-Efficacy
In Chen et al. (2001)’s study, self-efficacy was defined as “one’s belief in one’s overall competence to effect requisite performances across a wide variety of achievement situations”
(p.63). Simply stated, when one’s self-efficacy is higher, it has a better ability and motivation to face the difficulties and problems.
Study Abroad Experience
Williams (2005) provided a definition of study abroad experience, which was stated as
“staying in a foreign country within the context of an academic setting” (p.358). The researcher will use study abroad length as the measurement for study abroad experience. In other words, this study collects different kinds of study abroad experience base on different study abroad programs (e.g., a semester-long program and a yearlong program).
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