Individual differences and sociocultural gains in study abroad: A mixed-methods investigation of the ERASMUS context

Abstract

This study investigates the role of multicultural personality traits, wellbeing, and initial English proficiency on sociocultural adaptation during an ERASMUS stay. The participants completed a test battery including the Multicultural Personality Questionnaire, the Warwick-Edinburgh Mental Wellbeing Scale, the Oxford Quick Placement Test, and the Sociocultural Adaptation Scale twice: once at pre-departure and once upon return. Additionally, a subgroup of participants was interviewed regarding their lived experiences and conceptualization of factors leading to sociocultural adaptation. The quantitative results indicated that those with higher initial English proficiency and wellbeing scores at pre-departure displayed stronger sociocultural adaptation at the end of their stay abroad. The qualitative analysis highlighted several individual and contextual factors, such as situated language use, and availability of community support crucially determining different participant rates of sociocultural adaptation. These results accentuate the importance of certain elements, such as language competence and academic integration for optimal study abroad gains.

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