Intended effort and self-related and social experiences during study abroad at a European university

Abstract

ABSTRACT This study investigates the role of individual difference (ID) variables in a single-setting Hungarian study abroad (SA) context. We contribute to the growing body of research dealing with students in European SA contexts highlighting the importance of social and academic circumstances as well. Data was collected with a validated questionnaire (N = 106) that measured international students’ intended effort, self-regulation, self-efficacy beliefs, and social experiences. Our main results present a rather positive picture of international students’ IDs, but we found differences among students studying at various levels and length of stay. In terms of the relationships among the scales, it seems that students’ intended effort was shaped by their self-efficacy beliefs pertaining to evaluation and students’ experiences of community-related issues. Hence, we conclude that when it comes to the role of IDs in SA contexts, it is not only academic activity-related variations that should be considered, but also the social characteristics of the context. Our results have significant implications for pedagogical practice and future research, highlighting the importance of not only the support students receive before and during their SA, which can positively influence their self-efficacy beliefs, but also underscoring the relevance of community-related support at the host institute.