1. Educational Goals as Predictors of Adjustment for East and South Asian International Students David Rollock Department of Psychological Sciences Purdue University Presentation as part of the Purdue Assessment Coordinators Team’s 2 nd Annual Pact Facts for Student Success Conference, Purdue University, West Lafayette, IN December 2, 2013. P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES

2. Overview P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES  Introduction: Cultural contact goals as organizers of behavior and adjustment  Latent structure of reasons/goals for international study among East and South Asian students  Differential predictors of depressive symptoms by distinct ethnocultural grouping  Implications: conceptualizing differences among diverse “Asian” groups, and organizing targeted interventions

3. Acknowledgements P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES  P. Priscilla Lui, M.A.  Omar Rahman, Ph.D.

4. Within-Group Intersections P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES  Cultural-ecological approa ches (e.g., Ogbu, 1981, 1995) Develop preferences, skills, for expected (future) roles (goals) Reflect expectations, beliefs, “native theories of success” Rationale for studies of ethnicity & culture  Problems in ethnic minority psychology research Systematic consideration for “intersecting” characteristics Heritage with demographics (e.g., SES, gender, religion) “Within-group differences” (e.g., “subgroups”) Relate specific psychologically-relevant characteristics to specific psychologically-relevant outcomes e.g., “acculturation” as exposure, language preference, etc. may not relate functionally to distress (Rahman & Rollock, 2004)  Goals of contact/transition  selection of skill set

5. Asian Diversity in the U.S. P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES

6. “Asian” Diversity…for Adjustment Commonalities and Differences Commonalities NN NN Differences East AsianSouth Asian NN NN “Asian” Diversity…for Adjustment P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES

7. “Asian” Diversity…for Adjustment Commonalities and Differences Commonalities NN NN Differences East AsianSouth Asian NN NN Alternative approaches reflected in the literature  Emphasis on commonalities  Common Asian/”Contrast American” values, attitudes, behaviors  Acculturation measured by demographics & exposure  Focus on East Asians  Focus on single, well-defined groups  Out of context with other groups  Differential risks by groups within Asian sphere? P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES

8. Appropriateness of college/university samples –Common point of intercultural contact (esp. South Asians) –Absence of larger (socializing) community –Common parameters for service access –Familiarity with data collection methods Appropriateness of ethnic studies at this campus “Asian” Diversity on Campus P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES

9. Goals and Intercultural Contact P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES

10. (Modest) Research Questions What are different types of goals, relevant to cultural transition & performance? –Goals  Intentions shaping approach to new context Do “Asian” acculturating groups differ in goals? –Groups should differ in goals, insofar as goals  distinct orchestration of behavior –Special clinical interest: Will “Asian” groups “look” the same when screened for dysphoria/psychological distress? Which predictors for which groups? How do goals predict outcomes, vs. “usual” predictors? –Commonly-used predictors are demographic Language use, and time in U.S. (“acculturation”) Only indirect behavioral relevance  need modifiable psychological characteristics –Prior work: limited measured goals still predicted outcomes P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES

11. Method Goals items –Focus: reasons for studying abroad/what is to be gained from international study –Rational construction  literature, related scales –Item set n = 28 reasons/goals, with Likert-type response options –1 = “Not at All Important” to 9 = “Extremely Important” Examples: –“…studying in another country is an exciting challenge” –“…to follow the wishes of my parents or relatives” –“…studying in another country will help me earn more money…” (Open-ended option to specify additional goals) P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES

12. Method (cont’d) Other Predictors –University Environment Scale (UES; Gloria & Kurpius, 1996 ). 14 7-point items on positive campus climate for (minority) students, from 1 (“not at all”) to 7 (“very true”) –Acculturation Demographics. Self-reported age, gender, years in U.S., English language fluency P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES

13. Method (cont’d) Outcomes –Center for Epidemiological Studies—Depression scale (CES-D; Radloff, 1977 ). 20 items on frequency of signs of depression/dysphoria, rated from 0 (“Not at all”) to 3 (“All the time”) Participants –N = 551 online (of ~6000), with 483 complete on outcome, 337 complete on all measures Recruited via direct email solicitation, fliers, courses Special effort to recruit South Asians P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES

14. Results: Basic sample statistics Culture of Origin South AsianEast Asian Characteristic Men n=135 Women n=51 Men n=187 Women n=164 TOTAL N=537 Age23.3 (4.2)22.9 (4.9)20.2 (1.4)20.3 (1.5)21.3 (3.2) English Fluency (1-5)4.54 (0.6) 3.51 (0.7)3.54 (0.7)3.88 (0.8) Classification: Freshman16.1%23.5%46.2%37.8%33.8% Sophomore7.3%15.7%23.1%27.4%19.7% Junior11.7%5.9%14.0%18.3%13.9% Senior13.9%9.8%15.6%16.5%14.9% Grad/Professional51.0%45.1%1.1%0.0%17.7% First to study abroad?63.0%49.0%78.6%76.8%71.3% Years in U.S. < 133.0%28.0%57.1%53.4%47.1% 1-222.8%24.0%23.6%18.0%21.7% 2-318.4%16.0%7.7%16.8%14.0% 3-518.4%20.0%8.2%10.6%12.7% > 57.3%12.0%3.2%1.2%4.5% P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES

15. Results: Exploratory Factor Analysis of Goals (N=483) Factors (Geomin rotated) Professional & Career Goals Peer Experiences External Pressure Romantic Relationships Challenge & Personal Development depen-dence Item ContentMean (SD)  =.80  =.77  =.72  =.83  =.71 15. help in profession.755 16. best choice at time6.69 (1.95).738 9. attend best university possible6.98 (1.92).667-.123 8. better career start6.26 (2.27).619.197 2. best program admitted to6.44 (2.07).534 28. earn more money6.22 (2.04).513 14. skills to help home country6.16 (2.08).326.173-.129.157 23. clear about reasons6.54 (2.22).273.250 12. peers study abroad4.36 (2.35).750 13. friends’ experiences4.28 (2.45).717 11. have friends here4.06 (2.46).639 10. live abroad for rest of life4.52 (2.33).165.386.357 7. have relatives here2.76 (2.29).385.137 5. politics in home country3.36 (2.38)-.135.348.247 27. study abroad only way to goals5.13 (2.39).215.236.144 P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES

16. P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES Factors (Geomin rotated) Professional & Career Goals Peer Experiences External Pressure Romantic Relationships Challenge & Personal Development depen-dence Item ContentMean (SD)  =.80  =.77  =.72  =.83  =.71 17. not own choice3.25 (2.38).867 18. reasons have changed4.62 (2.53).518 3. following parents’ wishes4.62 (2.29).481-.139 24.(R) would NOT choose, again3.00 (2.26).464 20. study where language not problem4.58 (2.47).312.225 19. improve language skills5.17 (2.62).290.202.207 22. meet people to marry3.28 (2.41).880 21. meet people to date3.87 (2.51).700 26. exciting challenge7.04 (1.83).876 25. make me a better person6.58 (2.02).645 4. experience life in another country6.77 (1.94).535 6. free to live on own5.30 (2.48).189.266.268 Results: Exploratory Factor Analysis of Goals (N=483)(cont’d)

17. Results: Group differences in Goals Culture of Origin South AsianEast Asian Variable Men n=135 Women n=51 Men n=187 Women n=164 p (eta 2 ) N=537 Professional & Career Goals 6.80 (1.10)6.87 (1.52)6.40 (1.44)6.41 (1.28).013(.023) Peer Experiences 3.60 (1.50)4.04 (1.63)4.36 (1.66)4.10 (1.39).001(.035) External Pressure 4.21 (1.20)4.38 (1.81)5.24 (1.11)5.19 (1.02)<.001(.130) Romantic Relationships 3.07 (2.14)2.88 (2.46)4.13 (2.30)3.66 (2.18)<.001(.042) Challenge/Personal Develop’t 6.33 (1.82)6.82 (1.72)6.41 (1.34)6.30 (1.33)ns Age23.34 (4.23)22.86 (4.93)20.15 (1.39)20.25 (1.47)<.001(.202) First to study abroad?1.37 (.48)1.51 (.50)1.21(.41)1.23 (.42)<.001(.045) English Fluency4.54 (0.63)4.54 (0.65)3.51 (0.73)3.54 (0.68)<.001(.336) University Environment Scale4.91 (1.01)5.21 (1.19)4.56 (0.80)4.73 (0.82)<.001 (.045) CES-Depression17.15(11.18)19.31(14.29)22.53(9.67)19.04(10.77).01 (.037) P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES

18. Group Differences in Goals Some Interim Conclusions  Goals/reasons more than “internal” vs. “external”  No major omissions noted by respondents  Quite a few cross-loadings  complex, relationships among the meanings of ostensibly distinct constructs  No differences in Personal Challenge: who does seek to study abroad?  Very few SA women!  Differences between cultural groups  SA responding less to peer, external influence  Result of being older, more English fluent? P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES

19. Item StatisticsOriginal Step Statistics Step PredictorMeanr  R2R2 Adj. R 2 Change F Change 1 Age21.34.21.12*.06.05.067.17* First to study abroad?1.31.06.05 English Fluency3.93.13-.05 2 Gender (1=male; 2=female) 1.40.07.09.08.07.024.72* Culture of Origin (0=SA; 1=EA) 0.64-.23-.08 3 Professional & Career Goals6.63.37.29**.24.22.1614.80** Peer Experiences4.08-.15-.09 External Pressure4.88--.16-.07 Romantic Relationship3.60-.25-.14* Challenge/Personal Develop’t6.48-.20-.14* N = 360 ; UES M = 3.60 (SD = 0.93) Equation significant at Step 1 [F(3,356) = 7.17, p <.001]; Step 2 [F(5,354) = 6.28, p <.001], and Step 3 [F(10,349) = 11.15, p <.001]; P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES Results: Goals Predicting Perceptions of University Environment

20. Goals Predicting Perceptions of University Environment Some Interim Conclusions  Goals contribute to prediction, above & beyond more common demographic predictors  Culture of origin does seem to matter, though not a significant contributor on its own  Note contribution of age  Strong professional & career goals  perception of environment as positive, welcoming  Stronger romantic goals  disappointment  Challenge/Personal Development goals as a suppressor P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES

21. Item StatisticsOriginal Step Statistics Step PredictorMeanr  R2R2 Adj. R 2 Change F Change 1 Age21.43-.08-.00.02.01.021.85 First to study abroad?1.29-.04-.05 English Fluency3.91-.14-.03 2 Gender (1=male; 2=female) 1.41-.03-.06.03.01 0.72 Culture of Origin (0=SA; 1=EA) 0.65.15-.03 3 Professional & Career Goals6.67-.20-.16*.16.13 7.40** Peer Experiences4.07.25.20** External Pressure4.87.24.17* Romantic Relationship3.55.22.07 Challenge/Personal Develop’t6.44-.13-.15* N = 360 ; CES-D Total mean = 19.81 (SD = 11.17) Equation not significant at Step 1 [F(3,237) = 1.85] or Step 2 [F(5,235) = 1.39], but only after Step 3 [F(10,230) = 4.49, p <.001] P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES Results: Goals Predicting Psychological Distress/Depression

22. Goals Predicting Psychological Distress/Depression Some Interim Conclusions  Common demographics may not show up as significant, due to generally high levels of distress?  Goals contribute to prediction, above & beyond more common demographic predictors  Professional & career goals, and seeking personal challenges appear to buffer against distress  Following peers’ experiences, and responding to external pressure  greater distress P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES

23. General Conclusions & Next Steps  “Asian” masks some important patterns of difference  “Goals” capture distinct variance in important adjustment outcomes  Not just “general motivation”  Implications for intervention  Attend to cultural group differences  Implications for future investigations  Screening for maladjustment risk at critical levels  Observing changes in goals over time P SYCHOLOGICAL S CIENCES C OLLEGE OF H EALTH AND H UMAN S CIENCES

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