本研究旨在探討跨文化遷移下旅居者之認同發展歷程。研究者採立意抽樣，以9位曾就讀臺灣大專院校或正於臺灣大專院校就讀之在臺國際學生為研究對象，探討跨文化遷移對其認同發展之影響，從中了解影響旅居者認同發展之因素，以及跨文化遷移下認同發展歷程。研究者採用質性研究方法，以紮根理論分析程序：開放編碼、主軸編碼、選擇性編碼進行資料分析。
研究結果發現跨文化遷移下旅居者認同發展歷程分為四階段，分別為旅居者的母國經驗、認同開始形塑、重新整合認同、旅居下形成的認同四階段。旅居者的母國經驗之核心主題為生命經驗的形塑與外在環境因素，生命經驗的形塑之內涵為：(1)母國的生活經驗；(2)母國的學習經驗；(3)生涯規劃。外在環境因素之內涵為：(1)對地主國學習環境的考量。
認同開始形塑階段之核心主題為衝擊和危機與因應衝擊和危機。衝擊和危機之內涵為：(1)自我效能感低落；(2)人際關係失去準則；(3)個人歸屬感失去；(4)外在環境差異；(5)與地主國成員的衝突；(6)失去方向感。因應衝擊和危機之內涵為：(1)自我調適；(2)向外尋求協助；(3)明確的目標感；(4)從經驗中尋求解決之道。
重新整合認同階段之核心主題分為關係的建立與連結、個人的反思，關係的建立與連結之內涵為：(1)超越文化隔閡的關懷；(2)對地主國產生興趣。個人的反思之內涵為：(1)對危機的反思與覺察。
旅居下形成的認同之核心主題為跨文化遷移下的改變與影響、突破困頓和重新建構的自我認同。跨文化遷移下的改變與影響之內涵為：(1)認同重建的掙扎；(2)信念和價值觀的改變；(3)跨文化特質的出現。突破困頓之內涵為：(1)危機到整合。重新建構的認同之內涵為：(1)認同組成的改變；(2)未來生涯的擴展；(3)舊與新的對話。
跨文化遷移下的認同發展是一動態歷程，每個階段彼此連貫，相互影響，使每位旅居者產生不同的認同發展結果，影響各階段發展品質，研究發現如下：(1) 旅居者母國的生活經驗影響了在地主國文化衝擊的類型、衝擊感的強度與對衝擊的因應方式；(2) 旅居者在衝擊和危機與因應衝擊和危機的方式間來回，旅居者會根據對衝擊和危機的主觀感受調整因應方式；(3) 旅居者因應衝擊和危機的方式是重新整合自我認同穩定度的關鍵；(4) 旅居者在跨文化遷移下形成的認同內涵與前三階段有關，旅居者經驗的衝擊和危機感以及因應衝擊和危機感的成果影響重新整合的穩定度，也連帶影響重新建構認同的內涵。
根據研究結果，本研究呈現跨文化遷移下旅居者認同發展歷程與影響因子。最後，根據研究過程與結果提出研究限制與相關建議。

The purpose of this study was to thoroughly examine the process of identity development in sojourners during cross-cultural transition. Purposive sampling was used to select nine international students who either already attended or were currently enrolled in universities in Taiwan. Experiences shared by the participants were used to identify factors affecting the process of identity development. Qualitative method and grounded theory formed the basis of data analysis during the research, and also included open coding, axial coding, and selective coding.
Results of this study showed that the development of identity in sojourners during cross-cultural transition involved four steps: the home culture experience, the beginning, reintegration, and reformation of self-identity from their experiences. The two main themes from the home cultural experience included forming life experiences as well as environmental influences. Factors that determine the life experiences of sojourners include: (1) home culture life experiences; (2) home culture study experiences; (3) career development, whereas environmental influences takes into account the learning environment in the host country.
Two main themes under the beginning of identity formation are the presence of and response to distress and crisis. The former involves: (1) low self-esteem; (2) lack of personal relationships; (3) loss of a sense of belonging; (4) impact of being in a different external environment; (5) conflict with host country members; (6) experiencing disorientation. The response to distress and crisis consists of: (1) self-assurance; (2) seeking external assistance; (3) having clear and definite goals; (4) finding a solution through past experiences.
With regards to the reintegration of identity, establishing and integrating relationships and personal reflections form two main themes. The former involves: (1) caring and nurturing regardless of cultural differences; (2) taking an interest in host country culture, while the latter include personal reflection and awareness to the crisis.
The changes and influences during cross-cultural transition, as well as in times of difficulty, and reconstructed identity are the main themes of reformation of identity in sojourners. The changes and influences during cross-cultural transition include: (1) the struggle to rebuild identity; (2) the change of beliefs and values; (3) the appearance of cross-cultural personality. Challenges the sojourners faced include reintegration after a crisis. Reconstructed identity contains: (1) the evolution of identity; (2) expansion of future career developments; (3) the conversation between old and new.
Furthermore, the development of identity during cross-cultural transition was a dynamic process. Every step was linked to each other and interrelated, resulting in unique outcomes of the development of identity in each sojourner. This also affected the quality of each step in the research process. The findings of the research showed that: (1) the home culture experience of the sojourner affected the types of distress and crisis they experienced in their host country, the intensity of challenges, and ways they responded to difficulties. (2) the sojourners oscillated in their difficulties and responses to their challenges. They may change their response to difficult experiences according to their subjective feeling towards these challenging experiences. (3) the approach taken by the sojourners in their response to distress and crisis was key to the stability of rebuilt identity. (4) the formation of identity during cross-cultural transition was related to the previous three steps. Furthermore, the approach and attitude of their response to difficulty were not only key to the stability of rebuilt identity, it also impacted the contents of this new identity in the sojourners.
This study highlights the process and factors responsible for the development of identity in sojourners during cross-cultural transition. In conclusion, the researcher provides limitations and additional recommendations regarding this study.

一、中文部分
王念慈（2011）。國際學生跨文化適應和學習成效之研究─以案例學校日籍交
換留學生為例。輔仁大學教育領導與發展研究所碩士論文。
王渼琍（2011）。大學大一國際學生之生活適應與社會支持網絡現況之研究─
以花蓮縣2所大學為例。慈濟大學社會工作學系碩士論文。
王騰鋒（2012）。國際學生求學生活適應之研究─以三位幼兒教育學系學生為
例。國立臺中教育大學幼兒學系碩士論文。
江宜樺（2008）。自由主義、民族主義與國家認同。臺北：揚智。
李光武（2006）：外籍在臺學生之研究。玄奘人文學報，2，19-44。
李豐里（2000）。外國學生生活適應及其相關因素之調查研究。國立臺灣師範
大學衛生教育研究所碩士論文。
吳心懿（2009）。大學國際學位生校園經驗與成功轉換之研究。國立臺灣師範
大學公民教育與活動領導學系碩士論文。
吳靖國（2010）。質性研究：從理解「人」開始。銘傳教育電子期刊，2，20-
34。
林本炫（2007）。不同質性研究方法的資料分析與比較。載於周平(主編)，質性研究方法的眾生喧嘩 (127-150)。嘉義市：南華大學教育社會所。
林育賢、蘇維杉（2011）。臺灣地區國際學生休閒轉變與適應歷程之研究。休閒與運動學刊，10，91-102。
林俐君（2007）。調查國際學生跨文化效能之研究－以來臺就讀高等教育學生為例。淡江大學國際商學研究所碩士論文。
柯凱珮（2003）。大陳人移民經驗的認同歷程。國立花蓮師範學院多元文化研究所碩士論文。
徐宗國（1996）。紮根理論研究法：淵源、原則、技術與涵義。載於胡幼慧
（主編），質性研究：理論、方法與本土女性研究實例（47-73）。高雄：巨流。
陳素櫻（2012）。臺灣東南亞國際研究生學習經驗之研究:文化霸權觀點臺灣東南亞國際研究生學習經驗之研究:文化霸權觀。點國立臺南大學教育經營與管理研究所博士論文。
陳慧、車宏生、朱敏（2003）。跨文化適應影響因素研究評述。心理科學進展，11（6），704-710。
杭祐（2010）。國際學生的招募策略、現況以及反思。取自臺灣高教研究電子報
網站：https://www.cher.ntnu.edu.tw/?p=412，2013年5月14日。
施正鋒（2011）。由族群研究到原住民族研究。臺灣原住民族研究季刊，4（1）， 1-37。
施秀玲 （2006）。外國學生來臺社會支持與生活適應歷程之研究─以銘傳大學
桃園校區外國學生為例。銘傳大學公共事務學系碩士論文。
翁福元(2011)。大學教育。中華民國教育年報，99，211-263。
黃文燊（2008）。讀在異鄉為異客─外國學生跨文化適應之質性研究。國立中
興大學企業管理學研究所碩士論文。
黃政傑（2010）。質的教育研究：方法與實例。臺北：漢文。
黃奕暉（2008）。在臺國際學生社會自我效能與跨文化適應經驗之研究。國立
臺灣師範大學教育心理與輔導學系碩士論文。
黃璉華、羅漢強（1996）。外籍生適應問題及相關因素之探討。中華公共衛生
雜誌，15，457-467。
陸洛（2003）。人我關係之界定─「折衷自我」的現身。本土心理學研究，20，
139-207。
梁裕康（1996）。文化認同與政治認同-查理斯‧泰勒(Charles Taylor)承認政治論之分析。國立中山大學政治學系碩士論文。
張庭芳（2007）。國際學生之適應歷程與跨文化訓練─以國立臺灣師範大學為例。國立臺灣師範大學國際人力與教育發展研究所碩士論文。
張綺萍（2011）。反向文化經驗中人際溝通的難題與適應。世新大學口語傳播學系碩士論文。
教育部（1976）。清寒僑生公費待遇核發要點。臺北市：教育部。
教育部（2004）。臺灣獎學金設置計畫(民93年2月26日)。臺北市：教育部。
教育部（2006）。華語文獎學金作業要點。臺北市：教育部。
教育部（2009）。獎勵海外優秀僑生回國就讀大專校院獎學金核發要點。
臺北市：教育部。
教育部（2010）。近年來境外學生在臺留學/研習人數。取自教育部網站：
http://www.edu.tw/pages/detail.aspx?Node=4076&Page=20047&Index=5&WID=31d75a44-efff-4c44-a075-15a9eb7aecdf，西元2014年9月7日。
教育部（2011）。大學校院外國學生畢業後申請在臺實習作業要點。
臺北市：教育部。
教育部（2014）。外國學生來臺就學辦法。臺北市：教育部。
姜孟妤（2009）。樂在異文化：國際寓旅學生之個案研究。銘傳大學應用英語學
系碩士論文。
陳佩君（2008）。臺灣新移民家庭高中職子女之自我認同內涵與歷程。國立彰化師範大學輔導與諮商學系碩士論文。
陳秉華（1994）。臺灣留學生經驗：自我統合的改變研究。教育心理學報，27，105-139。
陳昺麟（2001）。社會科學質化研究之紮根理論實施程序與實例之介紹。勤益學報，19，327-342。
陳國名（2003）。文化間傳播學。臺北：五南。
彭詩容（2010）。從空間流動觀點探討打工度假者跨文化適應與自我認同之研究－以國人赴澳洲打工度假者為例。南臺科技大學休閒事業管理系碩士論文。
童蕾（2014）。大陸來臺依親人士青少年階段自我調適之歷程。國立彰化師範大學輔導與諮商研究所碩士論文。
廖小雯（2009）。成年初顯期年輕人的自我認同狀態、自我定義記憶與心理幸福感之關係探討。國立臺灣師範大學教育心理與輔導學系碩士論文。
廖珮雯（2007）。卑微與崇高：馬來西亞華文報記者的自我角色認知。國立政治大學新聞研究所碩士論文。
趙奕昕（2012）。國際學生在臺灣的跨文化經驗探究。國立嘉義大學輔導與諮商學系研究所碩士論文。
趙曉霞（2012）。新加坡大陸職業女性新移民自我認同建構之研究。國立暨南大學輔導與諮商研究所碩士論文。
韓光俐（2008）。來臺大學國際學生課業學習經驗與學習適應歷程之研究-以國
立臺灣師範大學大學部學生為例。國立臺灣師範大學公民教育活動與領導學系研究所碩士論文。
劉品佑（2007）：外國學生的生活適應與生涯發展-以清華大學和交通大學的攻
讀學位外國學生為例。國立清華大學科技管理研究所碩士論文。
羅德興、王明雯（2010）：從社會科學典範看質性研究的效度。中華科技大學學
報，53，105-122。
譚丹若（2007）。國際高等教育：國際學生在臺學習成效滿意度之研究。國立臺
灣師範大學國際人力教育與發展研究所碩士論文。
戴華、甘偵蓉、鄭育萍(2010)。人文社會科學與研究倫理審查：執行研究倫理治
理架構的考察與反思。人文與社會科學簡訊，12，10-18。
李正賢（譯）（2014）。質性研究：設計與計畫撰寫（原作者：R. Marshall & G. B. Rossman）。臺北：五南。（原著出版年：1999）
吳芝儀、廖梅花（譯）（2001）。質性研究入門：紮根理論研究方法（原作者：A. Strauss, & J. Corbin）。嘉義：濤石。（原著出版年：1999）
徐宗國（譯）（1998）：質性研究概論 （原作者：A. Strauss & J. Corbin）。高雄：巨流。（原著出版年：1998）

二、西文部分
Abe, H., & Wiseman, R. L. (1983). A cross-cultural confirmation of the dimensions of intercultural effectiveness. International Journal of Intercultural Relations, 7, 53-69.
Adams, G. R., & Marshall, S. K. (1996). A developmental social psychology of identity: Understanding the person-in-context. Journal of Adolescence, 19, 429–442.
Adler, P. S. (1975). The transitional experience: An alternative view of culture shock. Journal of Humanistic Psychology, 15, 13-23.
Adler, N. J. (1981). Re-entry: managing cross-cultural transitions. Group and
Organization Studies, 6, 341-356.
Ang, P. D., & Liamputtong, P. (2008). "Out of the circle": International students and the use of university counseling services. Australian Journal of Adult Learning, 48(1), 108-130.
Allport, G. W. (1954). The nature of prejudice. Cambridge, MA: Perseus Books.
Anderson, L. (1994). A new look at an old construct: Cross-cultural adaptation. International Journal of Intercultural Relations, 18, 293-328.
Anderson, P., & Williams, J. (2001) Identity and difference in higher education: Outsiders within. London, England: Ashgate.
Argyle, M. (1982). Inter-cultural communication. In Bochner, S. (Ed.), Studies in cross-cultural interaction. (pp. 61-78). Oxford, England: Pergamon Press.
Austin, A.W. (1984). Student involvement: A developmental theory for higher
education. Journal of College Student Personnel, 25, 297-308.
Austin, C. N. (1986). Cross-cultural reentry: A book of readings. Abilene, TX:
Abeliene Christian University Press.
Bandura, A. (1977). Self efficacy: Toward a unifying theory of behavioral change.
Psychological Review, 84(2), 191-215.
Banks, J. A., & Banks, C. A. M. (2005). Multicultural education: Issues and
perspectives. NY: Wiley.
Bamberg, M. (2010). Who am I? Narration and its contribution to self and identity.
Theory and Psychology, 21(1), 1-22.
Bathala, C. (2005). Issues in national and cultural identity: The case of Asian (East)
Indian migrants. Managerial Law, 47, 139-151.
Beamer, L., & Varner, I. (2008). Intercultural communication in the global
workplace. NY: McGraw-Hill Irwin.
Berg, B. L. (2009). Qualitative research methods for the social science. Boston: Allyn
& Bacon.
Berry, J. W. (1980). Social and cultural change. In H. C. Triandis & R. Brislin (Eds.),
Handbook of cross-cultural psychology, (Vol. 5 Social; pp.211-279). Boston, : Allyn & Bacon.
Berry, J. W. (1984). Multicultural policy in Canada: A social psychological analysis.
Canadian Journal of Behavioural Science, 16, 353-370.
Berry, J. B., Kim, U., Minde, T., & Mok, D. (1987). Comparative studies of
acculturative stress. International Migration Revie, 21(3), 491-522.
Berry, J. W., Trimble, J., & Olmedo, E. L. (1986). Assessment of acculturation. In W.
J. Loner & J. W. Berry (Eds.), Field Methods in Cross Cultural Research. (pp. 291-324). Beverly Hills, CA: Sage.
Berry, J. W. (1992). Acculturation and adaptation in a new society. International
Migration, 30, 69-85.
Berry, J. W., Poortinga, Y. H., Segall, M. H., & Dasen, P. R. (1992). Cross-cultural
psychology: Research and applications. Cambridge, MA: Cambridge University Press.
Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology:
An International Review, 46(1), 5-68.
Brown, L., & Brown, J. (2009). Out off chaos, into a new identity. Existential
Analysis: Journal of the Society for Existential Analysis, 20(2), 341-361.
Black, J.S., & Mendenhall, M. (1991) The U-Curve adjustment hypothesis revisited:
A review and theoretical framework. Journal of International Business Studies, 22(2), 225-247.
Boonchum, P. (2009). A stud of identity changes and correlation of influential factors
of Thai students studying English. Educational Research and Review, 4(11), 535-548.
Brown, L., & Brown, J. (2009). Out of chaos, into a new identity: The transformative
power of the international sojourn. Existential Analysis, 20(2), 341-361.
Brubaker, R., & Cooper, F. (2000). Beyond identity. Theory of Society, 29, 1-47.
Bryant, A., & Charmaz, K. (2007). The SAGE handbook of grounded theory. London,
England: SAGE.
Carney, T. F. (1990). Collaborative inquiry methodology. Unpublished manuscript,
Division for Instructional Development, University of Winds or, Ontario, Canada.
Campbell, D. E. (2004). Choosing democracy: A practical guide to multicultural
education. Upper Saddle River, NJ: Merrill.
Chang, Y. C. (1997). Cross-cultural adjustment of expatriates: theory & Research
findings on American and Japanese expatriates. Seoul Journal of Business, 3(1), 147-167.
Chenitz, W.C., & Swanson, J. M. (1986). From practice to grounded theory:
Qualitative, Research in Nursing & Health, 10(1), 73-74.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through
qualitative analysis. London, England: SAGE.
Chickering, A. W., & Reisser, L. (1993). Education and identity. San Francisco:
Jossey-Bass.
Clarke, S. (2008). “Culture and identity.” The SAGE handbook of cultural analysis.
Newbury Park, CA: Sage.
Cole, D., & Ahmadi, S. (2003). Perspectives and experiences of Muslim women who
veil on college campuses. Journal of College Student Development, 44(1), 47-66.
Cresswell, J. W. (1998). Qualitative inquiry and research design: Choosing among
five traditions. Thousand Oaks, CA: Sage.
Cuadrado, E., & Tabernero, C. (2012). Dispositional and psychosocial variables as
longitudinal predictors of acculturative stress. Applied Psychology, 63(3), 441-479.
Church, A. (1982). Sojourner adjustment. Psychological Bulletin, 91(3), 504-572.
Erikson, E. H. (1968). Identity: Youth and Crisis. NY: W. W. Norton Company.
Erikson, E. H., & Erikson, J, M. (1998). The life cycle completed (Extended Version).
NY: W. W. Norton & Company. .
Fearson, J. D. (1999). What is identity (As we now use the world)? Unpublished
manuscript, Depart of Political Science, Stanford University, Stanford, CA.
Flick, U. (2007). The SAGE Qualitative Research Kit. London, England: SAGE.
Furnham, A., & Bonchner, S. (1983). Social difficulty in foreign culture: An
empirical analysis of culture shock," in Stephen Bochner (Ed.), Cultures in
contact: Studies in cross-cultural interaction.(pp.161-198). NY: Pergamon
Press.
Furnham, A., & Alibhai, N. (1985). The friendship networks of foreign students: A
replication and extension of the functional model. International Journal of
Psychology, 20(3-4), 709-722.
Furnham, A., & Bochner, S. (1986). Culture shock: Psychological reactions to
unfamiliar environments. London, England: Methuen.
Furnham, A. (1988). The adjustment of sojourners. In Y.Y. Kim & W.B. Gudykunst
(Eds.), Cross-cultural adaptation: Current approaches (pp. 42-61). Newbury
Park, CA: Sage.
Furnham, A. (2005). The Psychology of Behaviour at Work. Oxon, England:
Psychology Press.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory : strategies
for qualitative research. Chicago: Aldine Pub. Co.
Goffman, E. (1969). The presentation of self in everyday life. London, England:
Penguin.
Greenblat, C. (1971). Foreign students in the United States: A study of attitudes and
orientation. Sociological Focus, 4(3), 17-35.
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In
N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). Thousand Oaks, CA: Sage.
Guirdham, M. (1999). Communicating across cultures, London, England:
MacMillan.
Gullahorn, J. R., & Gullahorn, J. E. (1963). An extension of the U-curve hypothesis.
Journal of Social Issues, 14, 33-47.
Haigh, M. J. (2002). Internationalisation of the curriculum: designing inclusive
education for a small world. Journal of Geography in Higher Education, 26(1), 49-66.
Hall , E. T. (1959). The Silent Language. NY: Doubleday.
Hammer, M. R., Gudykunst, W. B., & Wiseman, R. L. (1978). Dimensions of
intercultural effectiveness: an exploratory study. International Journal of Intercultural Relations, 2, 382-393.
Heath, G. L. (1970). Foreign student attitudes at International House, Berkeley.
International Educational and Cultural Exchange, 5(3), 66-70.
Henderson, G., Milhouse, V. & Cao, L. (1993). Crossing the gap: An analysis of
Chinese students’ cultural shock in an American university. College Students
Journal, 27, 380-389.
Hofsted, G. (1984). Cultural dimensions in management and planning. Asian Pacific
Journal of Management, 1(2), 81-99.
Heise, D. R. (1986). Modeling symbolic interaction. In S. Lindenberg, J. S. Coleman
& S. Nowak (Eds.) Approaches to social theory. (pp. 291-309). NY: Russell Sage Foundation.
Hesse-Biber, S., & Marino, M. (1991). From high school to college: Changes in
women's self-concept and its relationship to eating. Journal of Psychology,
125(2), 199.
Hsieh, M. H. (2006). Identity development of East Asian female international students
with implications for second-language higher education. Education, 127(1), 3-15.
Imahori, T., & Cupach, W. R. (2005). Identity management theory: Facework in intercultural relationships. In W. B. Gudykunst (Ed.), Theorizing about intercultural communication (pp. 195 – 210). Thousand Oaks, CA: Sage.
Jackson, R. L. (2002). Cultural contracts theory: Toward an understanding of identity negotiation. Communication Quarterly, 50(3-4), 359-367.
Kijima, M. (2005). Schooling, multiculturalism and cultural identity: Case study of Japanese senior school students in a secondary school in South Australia. International Education Journal, 5(5), 129-136.
Kim, Y. Y. (1984). Searching for creative integration. In W. B & Y. Y. Kim. (Eds.), Method of intercultural communication research: International and Intercultural Annual (Vol. 8; pp. 13-30) Beverly Hills, CA: SAGE.
Kim, Y. Y. (1988). Communication and cross-cultural adaptation: An integrative theory. Clevedon, England: Multilingual Matters.
Kim, Y. Y. (1995). Cross-cultural adaption: An integrative theory. In R. L. Wiseman (Eds.), Intercultural communication theory (pp. 170-193). Thousand Oaks, CA: Sage.
Kim, Y. (2001). Intercultural adaptation: An interdisciplinary overview. In W. Gudykunst & B. Mody (Eds.), Handbook of international & intercultural communication (pp. 259-273). Thousand Oaks, CA: Sage.
Kim, Y. (2005). Adapting to a new culture: An integrative communication theory. In W. Gudykunst (Ed.), Theorizing about intercultural communication (pp. 375-400). Thousand Oaks, CA: Sage.
Kohen, N. (2005). Reconstruction: ways international students talk about their
identity. Australian Journal of Education, 49(1), 104-119.
Lakey, y, P. N. & Hill, L. B. (1991). Communication/social difficulty of Thai students in the process of cultural adaptation. Intercultural Communication Studies, 1, 105-30.
Lee, J., & Rice, C. (2007). Welcome to America? International student perceptions of discrimination. Higher Education, 55(3), 381-409.
Leung, C. (2001). The psychological adaptation of overseas and migrant students in Australia. International Journal of Psychology, 36(4), 251-259.
Leong, C.H., & Ward, C. (2000). Identity conflict in Sojourners. International
Journal of Intercultural Relations, 24, 763-776.
Li, D. D. (2012). Culture shock and its implications for cross-cultural training and
culture teaching. Cross Cultural Communication, 8(4), 70-74.
Li, M., Frieze, I. H., & Olson, J. (2013). Students’ study abroad plans: The influence of psychological factors. Frontiers: the Interdisciplinary Journal of Study Abroad, 13, 73-89.
Loeb, R. C., & Magee, P. M. (1992). Changes in attitudes and self-perceptions during the first two years of college. Journal of College Student Development, 35(4), 348-55.
Lysgaard, S. (1955). Adjustment in a foreign society: Norwegian Fulbright Grantees Visiting The United States. International Social Science Bulletin, 7, 45-51.
Mallinckrodt, B., & Leong, F. T. L. (1992). International graduate students, stress,
and social support, Journal of College Student Development, 33(1), 71-78.
Martin, J. N. (1984). The intercultural re-entry: Conceptualization and directions for future research. International Journal of Intercultural Relations, 8, 115-134.
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224-253.
Markus, H.R., & Kitayama, S. (1994). A collective fear of the collective: Implications for selves and theories of selves. Personality and Social Psychology Bulletin, 20, 568–579.
McClelland, D. C. (1961). The achieving society. NY: The Free Press.
McClelland, D. C. (1987). Human motivation. NY: Cambridge University Press.
Mendenhall, M., & Oddou, G.R. (1985). The dimensions of expatriate acculturation: A review. Academy of Management Review, 10(1), 39-47.
Milstein, T. (2005). Transformation aboard: Sojourning and the perceived enhancement of self-efficiency. International Journal of Intercultural Relations, 29, 217-238.
Montuori, A., & U. Fahim. (2004). Cross-cultural encounter as an opportunity for personal growth. Journal of Humanistic Psychology, 44(2), 243-265.
Morris, R. T. (1960). The two-way mirror: National status in foreign students' adjustment. Minneapolis: University of Minnesota Press.
Navara, G.S., & James, S. (2002). An investigation of missionary adjustment in Nepal. International Journal of Intercultural Relations, 26(6), 694-708.
Nilsson, J. E., Butler, J., Shouse, S., & Joshi, C. (2008). The relationships among perfectionism, acculturation, and stress in Asian international students. Journal of College Counseling, 11(2), 147-158.
Oberg, K. (1960). Cultural shock: Adjustment to new cultural environment. Practice
Anthropology, 7, 177-182.
Organization for Economic Co-operation and Development. (2004). International of
higher education. Retrieved from http://www.oecd.org/dataoecd/33/60/33734276.pdf
Pakoa, F. (2005, December). Melanesian students : negotiating their identities to succeed in higher education. Internationalisation: practical solutions: proceedings of the 16th ISANA International Conference. Symposium conducted at the meeting of Hotel Grand Chancellor, Christchurch, New Zealand.
Pederson, P. B. (1991). Counseling international students. The Counseling
Psychologist, 19, 10-58.
Pederson, P. B. (1994). The five stage of cultural shock: Critical incidents around the world. Santa Barbara, CA: ABC-CLIO.
Pederson, P. B. (1995). The five stages of culture shock. Westport, CT: Greenwood Press.
Pettigrew, T. F. (1975). Racial discrimination in the Unites States. New York, NY: Harper & Row.
Pettigrew, T. F. (1988). Intergroup contact theory. Annual Review of Psychology, 49, 65-85.
Philipsen, G. (1997). A theory of speech code: In L. A Baxter & D. O.Braithwaite, (Eds.), Engaging Theories in Interpersonal Communication: Multiple Perspective (pp. 119-156). Newbury Park, CA: Sage.
Phinney, J. S. (1996). Understanding ethnic diversity: The role of ethnic identity. American Behavioral Scientist, 40, 143-152
Pitts, M. J. (2005). The Role of Communication in Cross- National Adjustment and Identity Transitions among Student Sojourners. (Doctoral dissertation). Retrieved from https://etda.libraries.psu.edu/paper/6808/2086
Poyrazli, S., Arbona, C., Nora, A., McPherson, R., & Pisecco, S. (2002). Relation between assertiveness, academic self-efficacy, and psychosocial adjustment among international graduate students. Journal of College Student Development, 43(5), 632-642.
Poyrazli, S., & Grahame, K. (2007). Barriers to adjustment: Needs of international students within a semi-urban campus community. Journal of Instructional Psychology, 34(1), 28-45.
Raysky, Y. (2011). Identity Development of East Asian Students in the U.S.: The Role
of Domestic and International Peers. (Unpublished doctoral dissertation). California State University, Long Beach.
Ramalu, S. S., Rose, R. C., Uli, J., & Kumar, N. (2010). Personality and cross-cultural adjustment among expatriate assignees in Malaysia. International Business Research, 3(4), 96-104.
Rosenthal, D., Russell, J., & Thomson, G. (2007). Social connectedness among international students at an Australian university. Social IndicatorsResearch, 84(1), 71-82.
Sam, D. L., & Berry, J. W. (1995). Acculturative stress and young immigrants in Norway. Scandinavian Journal of Psychology, 36, 10–24.
Samovar, L.A., Porter, R.E., & Stefani, L. (2000). Communication Between Cultures. Beijing, China: Foreign Language Teaching and Research.
Sandhu, D. S. (1994). An examination of the psychological needs of the international students: Implications for counseling and psychotherapy. International Journal for the Advancement of Counseling, 17, 229-239.
Sbaraini, A., Carter, S. M., Evans, R. W., & Blinkhorn, A. (2011). How to do a grounded theory: A worked example of a study of dental practices. BMC Medical Research Methodology, 11(128), 1-10.
Schatzman, L. (1991). Dimensional analysis: Notes on an alternative approach to the grounding of theory in qualitative research. In A. L Strauss & D. R. Maines (Eds.), Social Organization and Social Process: Essays in Honor of Anselm Strauss (pp. 303-314). NJ: Transaction Publishers.
Schmitt, M.T., & Branscombe, N.R. (2002). The meaning and consequences of perceived discrimination in disadvantaged and privileged social groups. In W. Stroebe & M. Hewstone (Eds.), European Review of Social Psychology (Vol. 12; pp. 167-199). Chichester, England: Wiley.
Sheridan, V., & Storch, K. (2009). Linking the Intercultural and Grounded Theory:
Methodological Issues in Migration Research. Qualitative Social Research, 10(1), 1-20.
Soares, A. M., Farhangmehr, M., & Shoham, A. (2007). Hofstede’s dimensions of
culture in international marketing studies. Journal of Business Research, 60 (3), 277-284.
Sodowsky, G. R., Lai, E. W. M., & Plake, B. S. (1991). Moderating effects of sociocultural variables on acculturation attitudes of Hispanics and Asian American. Journal of Counseling and Development, 70, 194-204.
Sodowsky, G. R., & Lai, E. W. M. (1997). Asian immigrant variables and structural models of cross-cultural distress. In A. Booth (Ed.), International migration and family change: The experience of U.S. immigrants (pp. 211–237). Mahwah, NJ: Erlbaum.
S#westeur055#ldner, T. (2013). Personality, values, and cultural perceptions in the sojourner context: A new perspective on acculturation in Germany, Japan, and the US. Unpublished doctor’ thesis, Humboldt University of Berlin, Berlin, German.
Stening, B. W. (1979). Problems in cross-cultural contact: A literature review. International Journal of International Relations, 3(3), 269-313.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
Strauss, A. & Corbin, J. (1994). Grounded theory methodology: an overview In N.K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 273-285). London, England: Sage.
Suinn, R. M., Rickard-Figueroa, K., & Lew, S., & Vigil, P. (1987). The Suinn-Lew Asian Self-Identity Acculturation Scale: An initial report. Educational and Psychological Measurement, 47(2), 401-407.
Suinn, R. M., Ahuna, C., & Khoo, G. (1992). The Suinn-Lew Asian self-identity acculturation scale: Concurrent and factorial validation. Educational and Psychological Measurement, 52, 1041-1046.
Sussman, N. M. (1986). Re-entry research and training: Methods and implications. International Journal of Intercultural Relations, 10, 235-254.
Sussman, N. M. (2000). The dynamic nature of cultural identity throughout cultural transitions: Why home is not so sweet. Personality and Social Psychology Review, 4, 355-373.
Sussman, N.M. (2002). Testing the cultural identity model of the cultural transition cycle: Sojourners return home. International Journal of Intercultural Relations, 26(4), 391-408.
Schwartz, S. J. (2001). The evolution of Eriksonian and neo-Eriksonian identity theory and research: A review and integration. Identity, 1, 7–58.
Schwartz, S. J., Montgomery, M. J., & Briones, E. (2006). The role of identity in acculturation among immigrant people: Theoretical propositions, empirical questions, and applied recommendations. Human Development, 49, 1-30.
Tajfel, H., & Turner, J. C. (1986). The social identity theory of the inter-group behavior. In S.Worchel & L. W Austin. (Eds.), Psychology of Intergroup Relations (pp. 7-24). Chicago: Nelson-Hall.
Ting-Toomey, S. (1986). Conflict communication styles in black and white subjective cultures. International and Intercultural Communication Annual, 10, 75-88.
Ting-Toomey, S. (1999). Communicating across cultures. New York, NY: Guilford.
Triandis, H.C. (1989). The self and social behavior in differing cultural contexts. Psychological Review, 96(3), 506-520.
Triandis HC. 1996. The psychological measurement of cultural syndromes. American Psychologist, 51(4), 407-415.
Ward, C. (2001). The A, B and Cs of acculturation. In D. Matsumoto (Eds.), Handbook of Culture and Psychology (pp. 411-445). New York, NY: Oxford University Press.
Ward, C., & Kennedy A.(1992). Locus of control, mood disturbance and social difficulty during cross-cultural transitions. International Journal of Intercultural Relations, 16(3), 175~194.
Ward, C.A., Bochner, S., & Furnham, A. (2001). The psychology of culture shock. Hove, East Sussex: Routledge.
Wadsworth, B., Hecht, M. L., & Jung, E. (2008). The role of identity gaps, discrimination, and acculturation in international students educational satisfaction in American classrooms. Communication Education, 57(1), 64-87.
Weaver, Gary R. (2000). Understanding and Coping with Cross-cultural Adjustment
Stress. In Gary R. Weaver (Ed.), Culture, Communication and Conflict(pp. 177-194). Boston: Pearson Publishing.
Weigert, A. J. (1983). Life and society. New York, NY: Irvington.
World Trade Organization. (1999). An introduction to the GATS. Retrieved from http://ctrc.sice.oas.org/ services/Articles/ GATS_intro.doc.
Ying, Y. (2001). Migration and cultural orientation: An empirical test of the psychoanalytical theory in Chinese Americans. Journal of Applied Psychoanalytical Studies, 3, 409–430.
Zaharna, R. S. (1989). Self-shock: The double-binding challenge of identity. International Journal of Intercultural Relations, 13, 501-525.