Definition of Intercultural Competence (IC) in Undergraduate Students at a Private University in the USA: A Mixed-Methods Study.

Introduction Intercultural competence (IC) is an important skill to be gained from higher education. However, it remains unclear what IC means to students and what factors might influence their definitions of IC. The aim of the current study was to qualitatively assess how students at one higher education institution in the USA define IC and to quantitatively test for relationships among IC components and various demographic characteristics, including intercultural experience and study context. A further aim was to descriptively compare the IC definitions from the US sample with the definitions obtained from another sample of university students in Germany. Materials and methods A purposive sample of n = 93 undergraduate, second semester students at Dickinson College, USA, participated in the study by completing an online questionnaire. The qualitative data were content-analyzed to define the dimensions of IC. The quantitative data were cluster-analyzed to assess the multivariate relationships among the IC components and the demographic characteristics of the sample. Results The most important dimensions of IC were Knowledge, External Outcomes (interaction, communication), and Attitudes (respect, tolerance) according to the US sample. The most frequently chosen dimensions of IC differed between both samples: Knowledge was chosen by the sample in the USA while External Outcomes was chosen by the sample in Germany. Relative to the US sample, significantly more students chose Attitudes, External Outcomes, and Intrapersonal Skills in the sample in Germany. The relationships among IC components and demographic characteristics were only weak in the US sample. A person with IC was rated as Open-minded and Respectful by students who lived predominantly in the USA or Tolerant and Curious by those who lived outside the USA for at least six months. Discussion The current results suggest that students residing in two countries (USA or Germany) define IC using similar dimensions. However, IC definitions may depend on the intercultural experience and the current global discourse. Longitudinal studies with representative samples are required to assess how IC definitions change over time

Practice effects on the modified Concept Shifting Task (mCST): A convenient assessment for treatment effects on prefrontal cognitive function

<p>Abstract</p> <p>Background</p> <p>Trail-making tests, such as the Concept Shifting Task (CST), can be used to test the effects of treatment on cognitive performance over time in various neuropsychological disorders. However, cognitive performance in such experimental designs might improve as a result of the practice obtained during repeated testing rather than the treatment itself. The current study investigated if practice affects the accuracy and duration of performance on the repeatedly administered Concept Shifting Task modified to make it resistant to practice (mCST). The mCST was administered to 54 healthy participants twice a day, before and after a short break, for eight days. Results. The ANOVA and meta-analysis showed that there was no improvement in the mCST accuracy on the last vs. the first trial (Hedges' <it>g </it>= .14, <it>p </it>= .221) or within the session (after vs. before the break on all days; <it>g </it>= .01, <it>p </it>= .922). However, the participants performed the task faster on the last vs. the first trial (<it>g </it>= -.75, <it>p </it>< .001) and after vs. before the break on all days (<it>g </it>= -.12, <it>p </it>= .002). Conclusions. Repeated administration of the mCST does not affect the accuracy of performance on the test. However, practice might contribute to faster performance on the mCST over time and within each session.</p

Habituation of the startle reflex depends on attention in cannabis users

Abstract Background Cannabis use is associated with an attention-dependent deficit in prepulse inhibition of the startle reflex (PPI). The aim of the current study was to investigate startle habituation in cannabis users and healthy controls during two attentional tasks. Methods Auditory startle reflex was recorded from orbicularis oculi muscle while participants (12 controls and 16 regular cannabis users) were either attending to or ignoring 100 dB startling pulses. Startle habituation was measured as the absolute reduction in startle magnitude on block 2 (last nine trials) vs. block 1 (first nine trials). Results Startle habituation with moderate effect sizes was observed in controls and cannabis users only while they were ignoring the startling pulses but not while they were attending to them. Similar results were also observed in controls (lifetime non-users of cannabis) and cannabis users with lifetime cannabis use disorders (CUD). Conclusion Startle habituation appears to depend on selective attention but not on cannabis use. Startle habituation was present when attention was directed away from auditory startling pulses in healthy controls and cannabis users. Such a similar pattern of results in both groups suggests that at least a trend exists towards presence of startle habituation regardless of cannabis use or CUD in otherwise healthy members of the general population

Student Definitions of Intercultural Competence (IC)- Are They Context-Specific?

Higher education institutions increasingly seek to promote students&rsquo; intercultural competence (IC), yet its conceptualization remains a challenge. The first aim of this study was to explore how a purposive sample of n=77 domestic, undergraduate students at a public university in Germany define IC. The second aim was to assess to what extent such definitions are context-dependent by comparing IC definitions provided by domestic students (with predominantly German nationality and little international experience/exposure) with those provided by n=130 international, undergraduate students at a private university in Germany (with predominantly non-German nationality and more extensive international experience/exposure). A qualitative content analysis showed that domestic students defined IC mostly in terms of attitudes followed by external outcomes while the opposite was true for the international students. Differences in IC definitions between the two samples are discussed with regard to various contextual factors. Our results suggest that such contextual factors should be considered when designing measures to promote IC development in university students

Evaluation of an Intercultural Peer Training for Incoming Undergraduate Students at an International University in Germany

University education is increasingly becoming international. Therefore, it is important that universities prepare their new students for the challenges of an intercultural academic environment. The aim of the current study was to quantitatively evaluate the effectiveness of an intercultural peer-to-peer training offered to all new incoming students at Jacobs University Bremen, Germany. The training aims to facilitate the social and academic integration of students at this international university. A total of 117 first-year undergraduate students completed a pen-and-paper questionnaire with 47 items one semester (6 months) after attending the intercultural training. The results suggest that participants liked the structure of the training and the use of senior students as peer trainers. It appears that the training improved the awareness of the effects of culture (own and other) on the social life of students. However, the training was less adequate at preparing the participants for the student-centered academic culture at this university. In light of its cost-effectiveness, the intercultural training could be easily adopted for use at other universities as part of the campus-wide orientation activities. However, regardless of their culture, all new university students require more assistance to academically adapt to and succeed in multicultural classrooms