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Validation of the Global Mindedness Scale, Student Factors Associated with Studying Abroad, and the Effect of Studying Abroad on Student Global Mindedness /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Validation of the Global Mindedness Scale, Student Factors Associated with Studying Abroad, and the Effect of Studying Abroad on Student Global Mindedness // Ann Elizabeth Scheunemann.
作者:	Scheunemann, Ann Elizabeth,
面頁冊數:	1 electronic resource (142 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-07, Section: A.
Contained By:	Dissertations Abstracts International83-07A.
標題:	Study abroad. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28928212
ISBN:	9798762120814

Validation of the Global Mindedness Scale, Student Factors Associated with Studying Abroad, and the Effect of Studying Abroad on Student Global Mindedness /
Scheunemann, Ann Elizabeth,

Validation of the Global Mindedness Scale, Student Factors Associated with Studying Abroad, and the Effect of Studying Abroad on Student Global Mindedness /Ann Elizabeth Scheunemann. - 1 electronic resource (142 pages)

Source: Dissertations Abstracts International, Volume: 83-07, Section: A.

In recent years, educators have looked to study abroad programming as one avenue for increasing global citizenship in tertiary level students. Many studies have examined the effects of study abroad programs on student outcomes such as global perspectives, but few have specifically focused on global mindedness, or an understanding of one's role in and connection to the broader world. Additionally, even fewer studies have used the Global Mindedness Scale (GMS) and none have validated it. The GMS could be an important measure, both because of the relevance of global mindedness in the world today and because the scale is open source. Using data from undergraduate students who applied (n ~ 3,000) and participated in study abroad programs at a large public university in the southeastern United States, this study used confirmatory factor analysis (CFA) and multilevel modeling (MLM) to determine 1) the extent to which the Global Mindedness Scale is a valid and reliable instrument for use with study abroad college students, 2) the extent to which these data are consistent with trends established in prior research on associations between student demographics and global perspectives, 3) the association between student motivations for studying abroad and global mindedness, and 4) whether participation in study abroad programs are associated with changes in global mindedness. Cronbach's alphas suggested that the Global Mindedness Scale and its subscales showed good internal consistency. The CFA fit indices were inconsistent, and the 5-factor structure model was found to be marginally acceptable: a chi-squared test returned a p < .05, a Comparative Fit Index (CFI) yielded a value of .859, a Tucker-Lewis Index (TLI) for the model was .845, a root mean square error of approximation (RMSEA) for the model is .055, and a standardized root mean square residual (SRMR) for the model is .047. Future research should examine other factor structures . Consistent with past research, study abroad students in this sample tended to be White, female, and Junior or Senior classification. Student sex, preparation, and previous interaction with people from the host country were found to be positively associated with all Global Mindedness subscales. Students who identified as Hispanic/Latino tended to have higher levels of Global Pluralism, Interconnectedness, and Global Centrism than their White peers, and Black/African American students tended to be more globally centric. Differences were also found between colleges, such that students enrolled in the Colleges of Management, Textiles, or Engineering tended to be less globally minded than their peers in the College of Humanities and Social Sciences. Additionally, having spent longer periods of time abroad previously was associated with all subscales except Responsibility. These models explained 10% - 12% of the variance between students. Findings regarding changes in global mindedness after having studied abroad were mixed: global pluralism (exemplifying an appreciation for diversity) and efficacy (belief that one's actions are important and impactful globally) increased over time, while responsibility (a sense of moral obligation to the world), interconnectedness (belonging to a global family) and efficacy were significantly associated with quality of in-country interactions.

English

ISBN: 9798762120814Subjects--Topical Terms:

3557623
Study abroad.

Validation of the Global Mindedness Scale, Student Factors Associated with Studying Abroad, and the Effect of Studying Abroad on Student Global Mindedness /
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