Evaluating the Study Abroad Experience using the framework of Rotter’s Social Learning Theory
DOI:
https://doi.org/10.36366/frontiers.v26i1.353Keywords:
Study abroad, Social learning theory, Controlled studies, Education abroadAbstract
The authors proposed a framework based on Rotter’s Social Learning Theory (SLT) that is appropriate for the evaluation of students’ experiences in college study abroad programs (McLeod & Wainwright, 2009). In the present paper two concepts originating in SLT, locus of control and self- esteem, were used to gauge the impact of study abroad courses on undergraduates. It was predicted and found that when compared to a peer comparison group, study abroad participants became more internally controlled; however there was no change in self-esteem. It was important to note that the study abroad students maintained the positive change in locus of control six months after the end of the program. Rotter’s SLT appears to be a viable perspective for examining significant aspects of the study abroad experience.
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References
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Engle, L., & Engle, J. (2003). Study abroad levels: Toward a classification of program types. Frontiers: The Interdisciplinary Journal of Study Abroad, 9, 1-20.
Fleming, J. S., & Courtney, B. E. (1984). The dimensionality of self-esteem. II. Hierarchical facet model for revised measurement scale. Journal of personality and Social Psychology, 46, 404-421.
Hadis, B.F. (2005). Gauging the impact of study abroad: how to overcome the limitations of a single-cell design. Assessment & Evaluation in Higher Education. 30, 3-19.
Kalechstein, A. D.,& Nowicki Jr., S. (1997). A meta-analytical examination of the relationship between control expectancies and academic achievement: An 11-year follow-up to Findley and Cooper. Genetic, Social & General Psychology Monographs, 123, 27-57.
Lefcourt, H. (1981). Locus of control: Current trends in theory and research (2nd e.). Hillsdale, NJ: Erlbaum
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McLeod, M. (1985). Locus of control and persistence in structured and unstructured preschool classrooms. Journal of Applied Developmental Psychology, 42, 493-505.
McLeod, M., & Wainwright, P. (2009). Researching the study abroad experience. Journal of Studies in International Education, 13, 66-71.
Murphy, D., Sahakyan, N., Yong-Yi, Doua & Magnan, S.S. (2014). The impact of study abroad on the global engagement of university graduates. Frontiers: the Interdisciplinary Journal of Study Abroad, 24, 1-24.
Nowicki, S. (2014). A manual for the locus of control scales. Unpublished manuscript, Department of Psychology, Emory University, Atlanta GA.
Nowicki, S., & Duke, M. P. (1974). A college and noncollege form of the Nowicki Strickland Internal External Control Scale. Journal of Personality Assessment, 38, 136-137.
Nowicki, S., & Duke, M. P. (1983). The Nowicki-Strickland Life-Span Locus of Control Scales: Construct validation. Research with the locus of control construct. Vol. 2. Developments and social problems. (Ed.
Lefcourt, H). New York City: Academic Press.
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Rotter, J. B. (1982). The development and applications of social learning theory: Selected papers. New York: Praeger
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
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Published
2015-11-11
How to Cite
McLeod, M., Carter, V., Nowicki, S., Tottenham, D., Wainwright, P., & Wyner, D. (2015). Evaluating the Study Abroad Experience using the framework of Rotter’s Social Learning Theory. Frontiers: The Interdisciplinary Journal of Study Abroad, 26(1), 30–38. https://doi.org/10.36366/frontiers.v26i1.353
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