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，我们发表了一篇影响因素论文《日本新兴成年人人格先行因素和第二语言自我效能感的建模：在应用环境中评估全球能力的特定领域匹配》。这篇论文是向前迈出的一步，因为它“文化影响对自我效能感的影响以及语言和跨文化学习中的应用教育实践……”第二，海绵销售者现已获得文化智力(CQ)认证。他可以与学生举行汇报会议，并获得了培训其他人这样做的资格。这是关键的一步，因为我们的团队由于可靠性差、用户界面问题以及缺乏更广泛的文献的实证支持，决定放弃我们以前依赖的衡量标准(跨文化有效性量表)。第三，我们的团队一直在积极开发对跨文化培训课程有用的工具和教材。我们已经收集和/或创建了现在可以用作考前活动的材料，这将使我们能够看到我们的留学生做了什么，而不仅仅是他们说了什么。这是至关重要的，因为它应该使我们能够比前几年更好地三角测量可归因于海外学习的学生发展，在前几年，我们完全依赖调查数据作为我们的岗位前。

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.