Selection and socialization effects of studying abroad

Area of Science:

• Psychology
• Education
• Sociology

Background:

• Studying abroad is widely perceived as transformative.
• Previous research often conflates student selection biases with actual program socialization effects.
• Longitudinal data is crucial for accurately assessing study abroad impacts.

Purpose of the Study:

• To investigate both selection and socialization effects of a study abroad program.
• To examine the impact of a 4-week intensive program on psychosocial variables.
• To differentiate pre-existing student characteristics from program-induced changes.

Main Methods:

• Utilized a 4-wave longitudinal study design.
• Employed propensity score matching to create comparable groups.
• Applied multiple-group growth curve modeling to analyze changes over time.
• Compared a group of sojourners (n=145) with a matched group of non-sojourners (n=291).

Main Results:

• Identified significant selection effects: students more intrinsically motivated and emotionally healthy were more likely to study abroad.
• Found no statistically significant socialization effects for any of the 17 psychosocial variables examined.
• Observed no evidence that the 4-week program induced meaningful psychological changes.

Conclusions:

• Pre-existing student characteristics (selection) play a role in who studies abroad.
• Short-term study abroad programs (e.g., 4 weeks) may not cause significant, lasting psychological development.
• Future research should prioritize longitudinal designs and rigorous matching to disentangle selection and socialization effects in study abroad contexts.