Evaluating the Study Abroad Experience using the framework of Rotter’s Social Learning Theory

Abstract

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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