Kabir Russell S, Sponseller Aaron C
Graduate School of Humanities and Social Sciences, Hiroshima University, Hiroshima, Japan.
Department of International and English Interdisciplinary Studies, Osaka Jogakuin College, Osaka, Japan.
Front Psychol. 2020 Sep 4;11:2086. doi: 10.3389/fpsyg.2020.02086. eCollection 2020.
Self-efficacy encompasses the professional and personal language goals of learners as their progress depends upon a strong motivation to put practical language skills to use when the real world requires it. Intercultural communication and effectiveness are of interest to the professional and personal language goals of learners as their progress depends upon a strong motivation to put practical language skills to use when the real world requires it. Studying or working abroad and engaging in intercultural training are two such contexts that bind research in learner characteristics between applied linguistics and positive psychology as they provide a substrate of concrete interactions, transformative experiences characterized by opportunities for changes in self-concept, negotiations with values and authenticity, and forms of interpersonal development underwritten by intercultural communication as an ability. A tool to capture this domain-specific intercultural communication was previously developed with sojourner educational professionals for use among English speaking populations. However, the original study lacked confirmatory analyses of internal and external validity that would clarify model identification and applicability for research that deals with intercultural communication competence across populations with diverse sample characteristics. A total of 876 teachers ( age = 37.48, = 10.81) and 266 university students ( age = 19.48, = 0.74) in Japan responded to items from the SEIC instrument. Acceptable model fit was supported for the eight-item short form. Metric invariance was observed for individuals from a sample of sojourning English language teachers similar to the original validation and a nationwide survey of Japanese teachers of English, offering indications of cross-cultural validity. Degrees of equivalence were also found for the Japanese items as extending fitness for use to students from two universities in Japan. Concurrent validity was supported for SEIC measured by the scale with intercultural effectiveness competencies and speaking and listening self-efficacy constructs used in classroom contexts. Together, this study offers a tool of valid indicators for researchers and practitioners who aim to observe self-efficacy in positive education, intercultural training, or international programs that intersect with language learning and intercultural communication.
自我效能感涵盖了学习者的专业和个人语言目标，因为他们的进步取决于在现实世界需要时运用实际语言技能的强烈动机。跨文化交流及其有效性与学习者的专业和个人语言目标相关，因为他们的进步取决于在现实世界需要时运用实际语言技能的强烈动机。在国外学习或工作以及参与跨文化培训是将应用语言学和积极心理学中关于学习者特征的研究联系起来的两种情境，因为它们提供了具体互动的基础，即具有自我概念改变、价值观和真实性谈判机会的变革性经历，以及以跨文化交流能力为支撑的人际发展形式。此前，为旅居教育专业人员开发了一种用于捕捉特定领域跨文化交流的工具，供说英语人群使用。然而，最初的研究缺乏对内部和外部效度的验证分析，而这将阐明模型识别以及对处理具有不同样本特征人群的跨文化交流能力研究的适用性。日本的876名教师（年龄 = 37.48，标准差 = 10.81）和266名大学生（年龄 = 19.48，标准差 = 0.74）对自我效能感在跨文化交流中的量表（SEIC）项目做出了回应。八项简短形式得到了可接受的模型拟合度支持。在类似于最初验证样本的旅居英语教师样本以及对日本全国英语教师的调查中，观察到了个体的度量不变性，这表明了跨文化效度。对于日本的项目，也发现了等效程度，即将适用性扩展到日本两所大学的学生。通过该量表测量的SEIC与课堂情境中使用的跨文化效能能力以及口语和听力自我效能感结构之间的同时效度得到了支持。总之，本研究为旨在观察积极教育、跨文化培训或与语言学习和跨文化交流相关的国际项目中的自我效能感的研究人员和从业者提供了一套有效的指标工具。
