Longitudinal examination of the role of goal orientation in cross-cultural adjustment.

Yaping Gong · Jinyan Fan

179 citations0/0 files storedJournal of Applied Psychology

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International Student and Expatriate Challenges Education, Achievement, and Giftedness Cultural Differences and Values

Abstract

In this longitudinal study, the authors introduced goal orientation theory to the study of cross-cultural adjustment. The authors examined relationships among dispositional goal orientation, domain-specific self-efficacy, and cross-cultural adjustment. Results indicated that a learning orientation was positively related to sojourners' academic and social self-efficacy, whereas a performance orientation was negatively related to sojourners' social self-efficacy. Sojourners' academic and social self-efficacy were positively related to academic and social adjustment, respectively. A learning orientation was positively related to academic and social adjustment, and the relationship was mediated by self-efficacy. A performance orientation was not related to adjustment. Finally, academic adjustment was positively related to grade point average. The authors discussed implications for research and practices.

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References

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