What is it about?

The present self-report survey study examines the psychophysical (how they feel) and sociocultural (how they do) adjustment of Erasmus students (N =223) in Spain and Germany. We adopted the comprehensive multidimensional individual difference acculturation framework to examine the acculturation process of Erasmus students. Using structural equation modeling, we tested specific hypotheses: we expected and found that students who reported high cultural and linguistic skills, high resilience, and a strong sense of identity had successful adaption in the host country. These students also reported high intercultural contact and low levels of psychophysical symptoms. Our findings highlight the relevance of core psychosocial factors in the adjustment of Erasmus students.

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Why is it important?

In Europe, cross-national exchange in Higher Education has escalated in the last three decades. The present research contributes to the understanding of the experience of Erasmus students in their host society from a psychological perspective. The results have implications for universities as we found successful adjustment needs sufficient social support from their university to acquire appropriate skills.

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This page is a summary of: Acculturation of Erasmus students: Using the multidimensional individual difference acculturation model framework, International Journal of Psychology, September 2018, Wiley,
DOI: 10.1002/ijop.12526.
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