Acculturation of Erasmus students: Using the multidimensional individual difference acculturation model framework.

Abstract

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 drawn from the framework, χ2(15) = 18.50, p = .24; χ2/df = 1.23, CFI = .99; and RMSEA = .03. In particular, 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. The results have implications for universities accepting foreign students as we found successful adjustment will be hampered even for resilient students if they receive little social support from their university or limited mentoring to acquire appropriate skills.