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

今年，我们的团队取得了三项重大进展。首先，我们发表了影响因素论文《日本新兴成年人的人格前因和第二语言自我效能结构建模：应用背景下评估全球能力的特定领域匹配》。这篇论文是一个进步，因为它的“文化影响的自我效能和应用教育实践中的语言和跨文化学习的影响。“其次，PI（赞助商）现在获得了文化情报（CQ）认证。他可以与学生进行汇报，也有资格培训其他人这样做。这是关键的一步，因为我们的团队已经决定放弃我们以前的依赖性措施（跨文化有效性量表），由于可靠性差，用户界面问题，以及缺乏更广泛的文献的实证支持。第三，我们的团队一直在积极构建跨文化培训课程有用的工具和教材。我们已经收集和/或创建了材料，我们现在可以使用作为前后测试活动，这将使我们能够看到我们的留学生做什么，而不仅仅是他们说什么。这是至关重要的，因为它应该使我们能够更好地三角测量学生的发展归因于出国留学比在过去几年中，我们完全依赖于调查数据作为我们的前后。

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.