Why Are They Better Students when They Come Back? Determinants of Academic Focusing Gains in the Study Abroad Experience.

By Benjamin F. Hadis. 2005

169 citations recorded by the source corpus.

This study measured several variables: the intrinsic value of education, global-mindedness, reverse culture shock, independence and international mobility. These were used as independent variables in relation to the dependent variable of academic focusing. The interrelationship of these variables, discussed below, reveals their significance as determinants of gain in post-study abroad academic focusing.

Subfields: Communication, Political Science and International Relations, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d60d6aa306de9746dbcbdc5e419e16b5a35feab7

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Citations in the corpus

The Educational Benefits of Travel Experiences (2013, background): “After studying abroad, more than half of a 95-student sample said they were more apt to study simply to learn rather than for grades (Hadis 2005), and Dwyer (2004) found that study abroad created an interest in learning about other languages or cultures.”
Understanding the Early Career Benefits of Learning Abroad Programs (2015, result): “However, it may also relate to other research findings, which indicate that learning abroad participants become more focused upon their return (Hadis, 2005; Teichler & Jahr, 2001), motivating them to pursue new or existing career directions with renewed energy.”
How International Field Experiences Promote Cross-Cultural Awareness in Preservice Teachers through Experiential Learning: Findings from a Six-Year Collective Case Study (2012, background): “…differences such as race, class, and gender affect preservice teachers’ experiences while abroad, a few studies have examined how such cross-cultural experiences might be infused into onsite curricula (Bigelow & Peterson, 2002; Engle & Engle, 2004; Hadis, 2005; University of Minnesota, 2005).”
Predictors of Study Abroad Intent, Participation, and College Outcomes (2015, background): “2012), (h) greater academic engagement (Dolby 2004, 2007; Hadis 2005; Vande Berg 2007), and (i) higher graduation rates (Posey 2003).”