Investigating the intercultural development of Japanese undergraduates attributable to study tours abroad

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This year our team made three significant advances.First, we published an impact factor paper "Modeling personality antecedents and second language self-efficacy constructs with emerging adults in Japan: Domain-specific matching for assessing global competence in applied contexts." This paper is a step forward due to its "implications for cultural influences on self-efficacy and applied educational practices in language and intercultural learning..."Second, the PI (Sponseller) is now certified in Cultural Intelligence (CQ). He can deliver debriefing sessions with students and is also certified to train others in doing so. This is a critical step as our team has decided to move away from our previous dependent measure (the Intercultural Effectiveness Scale) due to poor reliability, user interface issues, and a lack of empirical support from the broader literature.Third, our team has been active in building out tools and teaching materials useful for cross-cultural training sessions. We've assembled and/or created materials we can now use as pre-post test activities that will allow us to see what our study abroad student DO, not just what they SAY. This is critical as it should allow us to better triangulate student development attributable to study abroad than in previous years in which we were wholly reliant on survey data as our pre-post.