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Description
This qualitative study explored mindfulness among six Japanese exchange students before departure and during the early stage of studying abroad, using Langer’s five dimensions and AUM theory. All dimensions appeared before departure, with openness to novelty most prominent. During the early stage abroad, orientation in the present became dominant as students focused on language, academics, and adaptation while managing anxiety and uncertainty. The findings suggest mindfulness supports study abroad adjustment and should be fostered in pre-departure preparation.
Abstract section 5: References
Ashizawa, S. (2022). Recent trends in university internationalization in Japan–Institutional review and learning outcome assessment (Brief overview of assessment for internationalization programs in Japan). In D. K. Deardoff, H. Wit, B. Leask, & H. Charles (Eds.), The handbook of international higher education (2nd ed., pp. 157–158). Routledge.
Gudykunst, W. B. (Ed.). (2005). Theorizing about intercultural communication. Sage.
Gudykunst, W. B., & Nishida, T. (2001). Anxiety, uncertainty, and perceived effectiveness of communication across relationships and cultures. International journal of intercultural relations, 25(1), 55-71. https://doi.org/10.1016/S0147-1767(00)00042-0
Langer, E. J. (1989). Mindfulness. Addison-Wesley/Addison Wesley Longman.
Abstract section 2: Contribution/research questions
Research Question: How does mindfulness mediate anxiety management at the early stage of an exchange program?
Abstract section 4: Outcomes/results
By coding script data, three categories of anxiety and uncertainty were emerged before an exchange program: communication anxiety, social anxiety, and role uncertainty. Before a program, some students had reported concepts of mindfulness, cognitive flexibility and contextual awareness. Two months after an exchange program started, the same three categories of anxiety and uncertainty were emerged, while the communication anxiety was more focused on language competency and social anxiety included adaptation after going back to Japan. Concepts of mindfulness expanded to multiple perspectives and novelty noticing. Most of the students applied AUM strategies, such as gathering information and direct communication.
Abstract section 3: Content/method
This study employed a qualitative method. The participants were six Japanese undergraduate students majoring in interdisciplinary science. Semi-structured interviews were conducted individually at two time points: one month prior to their departure for an exchange program and two months after their first semester started at host universities. The data of scripts were coded and categorized according to concepts of Anxiety/Uncertainty Management theory and Mindfulness theory.
Abstract section 1: Relevance
The number of Japanese students participating in short-term study abroad programs has been increased whereas growth in semester-length has remained steady (Ashizawa, 2022). At the same time, Japanese people have high levels of anxiety about interacting with others (Gudykunst & Nishida, 2001). Anxiety/Uncertainty Management (AUM) theory developed by Gudykunst (2005) has been highlighted to explain effective communication and should be applied when exchange students manage their anxiety of studying abroad. In the AUM, mindfulness introduced by Langer (1989) is crucial as an adaptation strategy. Qualitatively examining patterns and strategies can contribute to the research body of approaches to student support.
| Title | Anxiety and Mindfulness in Japanese Exchange Students |
|---|---|
| Teaching Context | College and university education |