Cultural Self-efficacy Research Articles

Empathy and cultural competence remains stable for medical students: do the humanities have an effect?

There is a paucity of rigorous longitudinal data regarding the relationship between humanities and their effect on multiple psychometrics. Using an observational art course, we assessed pre- and post-course metrics and longitudinal impacts with 120 preclinical medical students taking the "Art of Observation" between 2016 and 2019. Jefferson Scale of Empathy (JSE) and Jeffreys Transcultural Self-Efficacy Tool (TSET) were assessed annually for four years. Budner Tolerance of Ambiguity (TOA) Scale was administered before and after the course. The JSE showed no drop in empathy as students progressed from first to fourth year (p = 0.374). The TSET showed statistically significant increases in cultural self-efficacy (p < 0.001) in the cognitive and practical components but no change in the affective component of the scale. After the art course, TOA significantly improved on two [solubility (p = 0.009) and complexity (p = 0.21)] of the three subscales, but not novelty (p = 0.62). Empathy and cultural self-efficacy remained consistently high throughout medical school and did not decrease during the clinical years in an institution prioritizing the humanities and community engagement. Comfort with cultural competency generally improved throughout training. After taking an art course that emphasizes cognitive flexibility and a multiple perspectival approach, students demonstrated greater tolerance for ambiguity.

Examining the impact of dance/movement therapy on empathy, peer relationships, and cultural self-efficacy in middle school: A mixed methods study

Despite efforts to promote inclusivity in schools, ethnic bullying is a pervasive issue. Recent studies have highlighted the potential of empathy and cultural self efficacy within cross-cultural friendships to mitigate ethnic bullying. Violence prevention programs in the United States rely on didactic approaches and few include embodied approaches. Our goal was to examine the impact of dance/movement therapy (DMT) on empathy, peer relationships, and cultural self-efficacy among racially/ethnically diverse groups of middle school students using a mixed methods research design. Quantitative data did not demonstrate significant change in empathy, peer relationships, and cultural self-efficacy. Qualitative data described an increase in participants’ emotional intelligence including empathy, cultural self-efficacy, and positive cross-cultural relationships. Additional research is needed to determine the definitive impact of DMT on these outcomes.

Development of the Self-efficacy for Social Participation scale (SOSA) for community-dwelling older adults

BackgroundSocial participation is important for the health of older adults and super-aging societies. However, relatively few independent older adults in advanced countries actually participate in society, even though many of them have the capacity to do so. One possible reason for this could be a lack of self-efficacy for social participation. However, few scales have been developed to measure self-efficacy for social participation among community-dwelling independent older adults. Therefore, we developed the “Self-efficacy for Social Participation” scale (SOSA) to assess the self-efficacy of community-dwelling independent older adults, and examined the scale’s reliability and validity.MethodsWe distributed a self-administered mail survey to approximately 5,000 randomly selected independent older adults throughout Japan. The construct validity of the SOSA was determined using exploratory and confirmatory factor analyses. Criterion-related validity was assessed using the General Self-Efficacy Scale (GSES) and according to subjective health status.ResultsIn total, 1,336 older adults responded to the survey. Exploratory and confirmatory factor analyses identified 12 items distributed among four factors: instrumental self-efficacy, managerial self-efficacy, interpersonal self-efficacy and cultural self-efficacy. The final model had a Cronbach’s alpha of 0.90, goodness-of-fit index of 0.948, adjusted goodness-of-fit index of 0.915, comparative fit index of 0.952, and root mean square error of approximation of 0.078. Significant correlations existed between the SOSA score and GSES (r = 0.550, p < 0.01) and subjective health status (r = 0.384, p < 0.01) scores.ConclusionsThe SOSA showed sufficient reliability and validity to assess self-efficacy for social participation among older adults. This scale could aid efforts to improve the physical and mental health, and longevity, of older adults through increased behavioralizing social participation.

Uses and Considerations for Cinematic Virtual Reality in Health Care.

Through the combination of virtual reality (VR) technology with techniques from theater, filmmaking, and gaming, individuals from the Game Research and Immersive Design Laboratory (GRID Lab) at Ohio University have developed an approach to train soft skills such as communication, problem-solving, teamwork, and interpersonal skills which shows great promise. The purpose of this article is to provide an overview of VR and cinematic-VR (cine-VR). This article serves as a preface to the VR research included in this special issue. In this article, we define VR, review key terminology, present a case study, and offer future directions. Prior research with cine-VR has demonstrated the effectiveness in improving provider attitudes and cultural self-efficacy. While cine-VR may differ from other types of VR applications, we have been able to leverage the strengths of cine-VR to create training programs which are user friendly and highly effective. Early projects on diabetes care and opioid use disorder were sufficiently successful that the team received additional funding to pursue series addressing elder abuse/neglect and intimate partner violence. Their work has gone beyond health care and is currently being leveraged for law enforcement training as well. While this article will explore Ohio University's approach to cine-VR training, details of their research including efficacy can be found in McCalla et al, Wardian et al, and Beverly et al. When produced correctly, cine-VR has the potential to become a mainstay component of training for soft skill applications across a multitude of industries.

Applying social cognitive career theory to the study abroad choice process.

Studying abroad during college is an educational choice that has significant implications for students' career, academic, and personal development. This study adapted the social cognitive models of career choice (Lent et al., 1994) and self-management (Lent & Brown, 2013) to examine predictors of study abroad interest and choice intentions. The psychometric properties of new and revised domain-specific measures of self-efficacy, outcome expectations, supports, and barriers were first assessed with an initial sample of 325 college students. The measures yielded an 8-factor structure and adequate reliability and validity estimates. The factor structure was cross-validated in an independent sample of students (N = 277). Support was also found for a higher order model of study abroad self-efficacy, with a single second order factor and three first order factors corresponding to cultural adjustment, decision-making, and administrative task self-efficacy. A structural path model offered good fit to the data and support for most of the paths predicting study abroad interests and intentions. We discuss directions for future research extending social cognitive career models to engagement in the study abroad experience and related academic/career behaviors. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Refugee Children and English Language: Challenges From English Language Teachers' Perspectives.

This study aimed to investigate the challenges refugee children face in learning the English language from teachers’ perspectives and the challenges of refugees’ English language teachers in Jordan. To achieve this aim, a quantitative approach was implemented using a questionnaire. The findings from this study suggest that refugee teachers’ acknowledge that they face challenges teaching refugees in terms of cultural competency, preparation, self-efficacy, and practices they implement, and refugee children face linguistic and psychological challenges in learning English. This study attempted to find out the relationship between teachers’ preparation and their cultural competency, self-efficacy, and practices they implement and then the relationship between refugees’ psychological needs and linguistic challenges, respectively, and teachers’ self-efficacy, cultural competency, and practices. Results revealed several significant relationships between challenges and presented them in a model.

495-P: Fully Immersive Virtual Reality Improves Empathy towards People with Diabetes

Background: Virtual reality (VR) is a major driving factor in the growth of the medical education market. VR simulates objects, places, and interactions in a 3D multimedia sensory environment. Research shows its effectiveness in surgical training, anatomy, and role-playing in clinical encounters. However, minimal research has compared the effectiveness of different delivery modes. The purpose of this study was to compare fully-immersive and semi-immersive VR in diabetes training. Methods: In this quasi-experimental study, healthcare trainees participated in either a fully-immersive 360-degree VR training with head-mounted displays (prior to SARS-CoV-2 pandemic) or a semi-immersive online VR training (during pandemic) . Participants completed the Diabetes Attitude Scale-3, Jefferson Scale of Empathy, and Transcultural Self-Efficacy Tool pre- and post-training. We conducted paired t-tests and independent t-tests with mean change scores for each measure to examine differences between study arms. Results: A total of 115 trainees participated (22.0±3.7 years, 82.6% women, 79.1% White, 24.3% medical students) . Participants in the fully-immersive VR arm (n=69) showed improvements in all diabetes attitude subscales, empathy, and all cultural self-efficacy subscales. Participants in the semi-immersive arm (n=46) showed improvements in all diabetes attitude subscales and two of the three cultural self-efficacy subscales, but not empathy (t=1.360, p=.182) or affective cultural self-efficacy (t= -1.798, p=.081) . Comparisons between fully-immersive and semi-immersive VR revealed no differences in diabetes attitudes or cultural self-efficacy; however, the fully-immersive VR showed greater improvements in empathy (t= -4.325, p&amp;lt;.001) . Conclusion: Our findings suggest fully-immersive VR is more effective in improving empathy than semi-immersive VR training. Future research should use a randomized-control design to compare the two delivery modes and examine the measures over time. Disclosure E.A.Beverly: None. M.Love: None. C.Love: None.

Predicting global entrepreneurship: An exploratory study

Globalization provides international career opportunities and options, such as entrepreneurship. Entrepreneurship education is currently promoted in both national and European educational strategies. For university students, the viability of this career option depends on their own motivations, perceived competencies, and professional objectives. This study uses a structural equations model analyses the factors that affect the intention to create an international company. It focuses on how intercultural skills, cognitive cultural intelligence, entrepreneurial self-efficacy, and linguistic competence affects students’ motivation to create a company with an international vocation. The results of the study show that proficiency in a foreign language, language competence, and entrepreneurial self-efficacy are relevant factors. The research also discusses the implications of these results for teaching in higher education institutions. There is a need to update graduates’ employability skills and the competences that future teachers must acquire.

Creating an Instrument to Measure Social and Cultural Self-efficacy Indicators for Persistence of HBCU Undergraduates in STEM

This study is part of a larger research that explores the creation of an instrument to capture the social and cultural factors that affect Black students’ persistence in STEM. Most research on self-efficacy in the science education literature were either done at predominantly White institutions, during summer programs for students of color, or on predominantly White populations. This study provides insights into self-efficacy indicators at an institution that was specifically created to consider the social, cultural, and historical implications for educating Blacks in STEM. One hundred sixty-four undergraduate students enrolled in an introductory biology course at an Historically Black College and University completed a questionnaire. The survey addressed the hypothesized factors—expectancy, self-efficacy, familial self-efficacy, cognitive self-efficacy, and commitment. The results highlight the importance of science identity and familial sources of vicarious experiences as important indicators of persistence and performance in STEM. The importance of social and cultural factors for Black students’ persistence in STEM is underscored.

Using Virtual Reality to Improve Health Care Providers' Cultural Self-Efficacy and Diabetes Attitudes: Pilot Questionnaire Study.

BackgroundIn southeastern Appalachian Ohio, the prevalence of diabetes is 19.9%, nearly double that of the national average of 10.5%. Here, people with diabetes are more likely to have a delayed diagnosis, limited access to health care, and lower health literacy. Despite the high rates of diabetes in the region, the availability of endocrinologists and certified diabetes care and education specialists is limited. Therefore, innovative strategies to address the growing diabetes care demands are needed. One approach is to train the primary care workforce in new and emerging therapies for type 2 diabetes to meet the increasing demands and complexity of diabetes care.ObjectiveThe aim of this study was to assess the effectiveness of a virtual reality training program designed to improve cultural self-efficacy and diabetes attitudes.MethodsHealth care providers and administrators were recruited from large health care systems, private practices, university-owned hospitals or clinics, Federally Qualified Health Centers, local health departments, and AmeriCorps. Providers and administrators participated in a 3-hour virtual reality training program consisting of 360-degree videos produced in a professional, cinematic manner; this technique is called virtual reality cinema (cine-VR). Questionnaires measuring cultural self-efficacy, diabetes attitudes, and presence in cine-VR were administered to providers and administrators before and after the program.ResultsA total of 69 participants completed the study. The mean age of the sample was 42.2 years (SD 13.7), 86% (59/69) identified as female, 83% (57/69) identified as White, 86% (59/69) identified as providers, and 25% (17/69) identified as nurses. Following the training program, we observed positive improvements in all three of the cultural self-efficacy subscales: Cognitive (mean change –1.29; t65=–9.309; P<.001), Practical (mean change –1.85; t65=–9.319; P<.001), and Affective (mean change –0.75; t65=–7.067; P<.001). We observed the largest magnitude of change with the subscale, with a Cohen d of 1.16 indicating a very large effect. In addition, we observed positive improvements in all five of the diabetes attitude subscales: Need for special training (mean change –0.21; t67=–6.154; P<.001), Seriousness of type 2 diabetes (mean change –0.34; t67=–8.114; P<.001), Value of tight glucose control (mean change –0.13; t67=–3.029; P=.001), Psychosocial impact of diabetes (mean change –0.33; t67=–6.610; P<.001), and Attitude toward patient autonomy (mean change –0.17; t67=–3.889; P<.001). We observed the largest magnitude of change with the Psychosocial impact of diabetes subscale, with a Cohen d of 0.87 indicating a large effect. We observed only one significant correlation between presence in cine-VR (ie, Interface Quality) and a positive change score (ie, Affective self-efficacy) (r=.285; P=.03).ConclusionsOur findings support the notion that cine-VR education is an innovative approach to improve cultural self-efficacy and diabetes attitudes among health care providers and administrators. The long-term impact of cine-VR education on cultural self-efficacy and diabetes attitudes needs to be determined.

School Satisfaction in Immigrant and Chilean Students: The Role of Prejudice and Cultural Self-Efficacy.

Latin-American immigration has transformed Chilean schools into new multicultural scenarios. Studies about intergroup dynamics among students from different cultural backgrounds and their psychological consequences are still limited in south–south migration contexts. Literature has suggested that intergroup relations influence students’ satisfaction with school, and they could be improved by the development of competences to cope with cultural differences. This study aims to verify if cultural self-efficacy and its dimensions mediated the influence of prejudice on satisfaction with school, in a sample composed by N = 690 Chilean and Latin-American immigrant secondary students. Results showed that cultural self-efficacy reduced the effect of prejudice in satisfaction with school, in the cases of both immigrant and Chilean students. The dimensions of cultural self-efficacy in processing information from other cultures and mixing with different others make the difference. Findings’ contributions for the understanding of adolescents’ intergroup relations and psychosocial interventions at school are discussed.

Nursing students’ experiences of a global outreach program: A mixed-method study

Global health competency is an essential capacity for nursing students. This study evaluated the effect of a global outreach program on global health competency and cultural self-efficacy in nursing students and examined the students' experiences with the program. Participants included thirty-one undergraduate nursing students at a university in Seoul, Republic of Korea, who participated in a global outreach program in 2015 and 2016. Quantitative data were collected before and after program participation using questionnaires evaluating global health competency and cultural self-efficacy, and were analyzed using descriptive statistics and paired t-tests. Both global health competency and cultural self-efficacy increased significantly after the global outreach program. Qualitative data were collected via focus group interviews and reflective journals, and were analyzed using conventional content analysis and thematic analysis, respectively. The results of the content and thematic analyses were compared, and two themes and eight-sub-themes were finally extracted through the data analysis. The program was effective in improving nursing students’ global health competency and cultural self-efficacy.

Cultural self-efficacy increases creativity in bicultural dyads: Evidence from two dyadic divergent thinking tasks

Although past research has stressed the importance of creativity in multicultural groups, few studies have explored the individual factors that can facilitate collective creative performance in such contexts. In two studies we investigated the effect of cultural self-efficacy on creative performance in bicultural dyads. In a first study (N = 110, 55 dyads), we found a positive correlation between individuals’ level of cultural self-efficacy and their joint creative output in bicultural dyads. In a second study (N = 104), we manipulated study participants’ cultural self-efficacy prior to an online brainstorming session either with someone from a different culture, or with someone from their own culture. Results revealed that the cultural self-efficacy manipulation positively affected the individual creativity of participants when participants believed that they were brainstorming ideas with someone from a different culture. Our findings suggest that cultural self-efficacy is an important facilitator of creativity when working with people with a different cultural background. Theoretical and practical implications are discussed.

The development of a European elearning cultural competence education project and the creation of it’s underpinning literature based theoretical and organising framework

The EU have set standards in relation to cultural competence, and findings from previously funded EU commission projects have illuminated an extensively developed body of knowledge in this area in relation to healthcare. Evidence from contemporary literature shows that education interventions have a positive impact on the cultural competence of health care professionals. Nonetheless, short accessible resources that can be used flexibly to support teaching and learning around cultural competence are not available across many European countries. The aim of the TransCoCon (2017-2020) project has been to develop innovative accessible multi-media learning resources to enable undergraduate nursing students and registered nurses in five countries to develop their cultural self-efficacy and cultural competence for nursing. The purpose of this paper is to describe and discuss this European ERASMUS + funded strategic partnership project (TransCoCon 2017-2020) and the creation of its underpinning theoretical and organising framework. The rationale for this guiding framework will be discussed within the context of supporting literature.

Cultural Competence and Self-Efficacy After Study Abroad Experiences.

Purpose Cultural competence is crucial for the successful provision of speech, language, and hearing services. The purpose of this study was to assess and describe gains in cultural awareness, cultural competence, and self-efficacy after service-learning study abroad experiences and to examine whether gains in these areas are related to higher clinical skills ratings in speech-language pathology and audiology students. Method Sixteen speech-language pathology and audiology students participated in two international study abroad experiences (Nicaragua and Malawi). Students completed a survey on cultural awareness, competence, and self-efficacy beliefs and journal entries before, during, and after their trips. In addition, the supervisors assessed the clinical skills of the students by the end of the trip. The researchers applied a mixed-methods approach to analyze data from the survey, clinical ratings, and journals. Results Students showed significant increases in cultural awareness, competence, and self-efficacy. Gains in self-efficacy and cultural awareness were highly correlated with students' clinical ratings in cultural competence as judged by their supervisors. Two main themes were identified from the journal entries: continuing community involvement and growth in cultural self-efficacy. Conclusion Service-learning study abroad experiences help students develop cultural awareness and competence skills and increase their self-efficacy beliefs. Using a mixed-methods approach can help identify strengths and weaknesses in the training of speech-language pathology and audiology students with regard to cultural competence. Supplemental Material https://doi.org/10.23641/asha.12642647.

Integrating Health Belief Model, Technological Self-efficacy, and the PEN-3 cultural model: Conceptualizing the impact of culture and technology on health for advancing Sustainable Smart Health

As people record, visualize, analyze, share, reflect on, etc. their everyday life using digital and network technologies, how can researchers and designers empower them to engage both the technologies and health about themselves? Though the Health Belief Model (HBM) has been used to explain and predict healthrelated behaviors, and the Technological Self-efficacy (TSE), and the PEN-3 cultural model has been used as constructs of technological and cultural self-efficacy, it remains a challenging task to tease out the impact of cultural and technological factors for people to improve their health conditions and well-being by taking direct and indirect actions. With the aim to develop a conceptual framework to overcome such a challenge, this study examined and selected a few constructs from the TSE and PEN-3 cultural models, respectively, and then use them to enrich the HBM so that the impact of cultural and technological factors can be better integrated and examined. The integrated model can be used as an analysis tool for both researchers and designers to identify first the relevant cultural and technological factors (using selected constructs), and then formulate and then test hypotheses regarding how these factors shape their health and technology actions (using the causal modeling of the enriched HBM).The integrated model proposed and illustrated in this study shows the ways in which both cultural and technological factors can be conceptualized to explain and predict health-related behaviors via perceived beliefs (often related to technology and health). For example, self-tracking visualization involves both cultural and technological factors that may facilitate or impede health-related behaviors.

He Aha Ai: WHY...

Digital technologies in the modern world are impacting on all cultures, including Māori. Tertiary institutions are actively deploying digital technologies in their teaching and learning practices. The relationship however between Māori student engagement in technology-enhanced learning and digital skills, remains largely unexplored. The landscape is further complicated by the fragmentation of online study and the move to micro-credentials. &#x0D; &#x0D; Concurrently Te Whare Wānanga o Awanuiārangi is being challenged to provide whānau, hāpu, iwi, associated communities and industry with self-motivated, knowledgeable, multi-skilled graduates who can understand and apply identified capabilities in a variety of contexts. &#x0D; &#x0D; This presentation will:&#x0D; &#x0D; challenge current educational frameworks based on cognitive, social and pedagogical approaches&#x0D; explore cultural conceptuality focused on the Ranga Framework in particular&#x0D; cultural self-efficacy in blended learning environments&#x0D; the role of culture and context in holistic assessment design &#x0D; &#x0D; This presentation will conclude by arguing that the concept of ‘cultural-self’ ensures all learners as active participants in the learning process, know who they are, where they have come from and why all of that really matters.&#x0D; References&#x0D; Bolstad, R., &amp; Gilbert, J. (2012). Supporting future oriented learning and teaching: A New Zealand perspective.Wellington: Ministry of Education.&#x0D; Clayton,J., (2019) Digital Course Design and Deveopment Platform for Micro-credentials – a Cultural Self Approac, Positioninal Paper. Whakatāne: Te WhareWānanga o Awanuiārangi.&#x0D; Clayton, J., (2018), Keynote Address: The entrepreneurial mindset and cultural-self, implications and for teaching and learning, Tianjin City Vocational College, Tianjin, China&#x0D; Doherty, W. (2012). Ranga Framework – He Raranga Kaupapa. In Conversations of Mātauranga Māori (pp.15-36). Wellington: New Zealand Qualifications Authority.&#x0D; Durie, M. (2004). Ngā Kāhui Pou: Launching Māori Futures. Wellington: Huia Publishers.&#x0D; Crook, C., Harrison, C., Farrington-Flint, L., Tomas, C., &amp; Underwood, J. (2010). The impact of technology: Value-added classroom practice. BECTA. &#x0D; Falloon, G. (2010). Learning objects and the development of students' key competencies. Australasian Journal of Educational Technology , 26 (5), 626-642. &#x0D; Mead, H, (2003). Tikanga Māori: Living by Māori Values. Wellington: Huia Publishers.&#x0D; Ngāti Awa Deed of Settlement to Settle Ngāti Awa Historical Claims, 2003 extracted from: https://www.ngatiawa.iwi.nz/cms/CMSFiles/File/Settlement%20Documentation/NgatiAwaDoS-Schedules.pdf &#x0D; &#x0D; Pihama, L. (2010). Kaupapa Māori Theory: Transforming Theory in Aotearoa. He Pukenga Kōrero. 9(2), 5–14.&#x0D; &#x0D; Smith, G.H. (1997). The development of kaupapa Māori: Theory and praxis. Unpublished Doctoral Thesis, University of Auckland: Auckland.&#x0D; &#x0D; Smith, L.T. (1999). Decolonising methodologies: Research and indigenous peoples. London: Zed Books.&#x0D; &#x0D; Underwood, J. (2009). The impact of digital technology: A review of the evidence of the impact of digital technologies on formal education. BECTA.&#x0D;

Using Transcultural Nursing Education to Increase Cultural Sensitivity and Cultural Assessment Documentation by Staff in an In-Home Chronic Disease Self-Management Program.

Despite literature indicating that culturally sensitive care promotes a positive patient environment and may help improve outcomes, limited data exist on the documentation of patients' cultural concerns in electronic medical records (EMR). The project's objective was to use an educational intervention to increase clinic staff's cultural sensitivity and cultural assessment documentation. Researchers conducted this 3-month project at a Midwestern clinic's in-home, self-care chronic disease management program. The voluntary sample of clinical staff (n = 8) received an educational intervention on transcultural nursing practices. Researchers administered the Transcultural Self-Efficacy Tool for the Multidisciplinary Healthcare Provider (TSET-MHP) to participants before and after the intervention. A pre- and postintervention EMR audit was completed on 128 charts to evaluate cultural assessment documentation. TSET-MHP cognitive and practical subscales scores increased postintervention. Affective subscales scores decreased slightly. Electronic cultural assessment documentation increased by 10%. An assessment questionnaire showed an increase in participants' cultural self-awareness and comfort with cultural assessment. An educational intervention demonstrated an increase in providers' cultural awareness and cultural assessment documentation. Transcultural nursing education may help increase providers' perceived cultural self-efficacy, which may improve cultural assessments and culturally competent care.

교원양성교육이 예비교사의 문화적 역량, 자기효능감, 사회정의에 대한 신념에 미치는 영향에 관한 연구 : 일반대학 교직과정과 교육대학원을 중심으로

이 연구의 목적은 일반대학 교직과정과 교육대학원을 중심으로 대학의 교원양성교육이 예비교사들의 문화적 역량, 자기효능감, 사회정의에 대한 신념의 함양에 얼마나 기여하고 있는지를 실증적으로 밝히는 것으로서, 다음의 두 가지 연구가설의 검증에 근거한다: [가설 1] 교원양성교육과정을 모두 끝마친 예비교사들이 그렇지 않은 예비교사들보다 문화적 역량, 자기효능감, 사회정의에 대한 신념의 수준이 더 높을 것이다; [가설 2] 예비교사의 자기효능감과 사회정의에 대한 신념이 증가하면 문화적 역량도 증가할 것이며, 이 같은 영향관계의 수준은 교원양성교육과정을 모두 끝마친 예비교사들이 그렇지 않은 예비교사들보다 더 높을 것이다. 이 연구는 구조방정식모형을 활용하여 두 예비교사집단 간 잠재평균을 요인별로 비교·분석하여 [가설 1]을 검증하였고, [가설 2]는 두 예비교사집단 간 경로모형의 비교를 통하여 검증하였다. [가설 1]의 검증을 위하여 잠재평균분석을 실시한 결과, 교원양성교육과정을 모두 끝마친 예비교사들이 그렇지 않은 예비교사들보다 문화적 역량, 교사로서의 자기효능감과 사회정의에 대한 신념이 모두 높았고, 코헨의 효과크기(d)를 기준으로 할 때, 문화적 역량과 사회정의에 대한 신념은 작은 수준에서, 자기효능감은 중간 수준에서 상대적으로 더 높았다. 따라서 [가설 1]은 채택되었다. [가설 2]의 검증 결과에 의하면, 두 예비교사집단 모두 사회정의에 대한 신념이 증가하면 문화적 역량도 증가하였고, 요인 간 영향관계의 크기는 교원양성교육과정을 모두 끝마친 예비교사집단이 조금 더 큰 것으로 나타났다. 그러나 자기효능감의 경우, 교원양성교육과정을 모두 끝마치지 않은 예비교사집단에서만 자기효능감이 증가하면 문화적 역량도 증가하는 것으로 나타났다. 이에, [가설 2]는 부분적으로 채택되었다. 연구자는 분석결과를 중심으로 결과치의 해석을 위한 논의를 전개하고, 이를 바탕으로 다양성 증진을 위한 교원양성교육체제의 구축 방향에 대하여 제언하였다.

A Convergence Study on the Cultural Adaptation Stress and Self-Efficacy on Career Preparation Behavior of Foreign Students

A Convergence Study on the Cultural Adaptation Stress and Self-Efficacy on Career Preparation Behavior of Foreign Students