我觉得我正在成为我自己:探索文化主人公叙事对学生交换期间身份发展的影响

IF 2.6 3区 心理学 Q1 FAMILY STUDIES
Samuel McKay, Virginia Thomas, Claire W. Lyons, Itzel Eguiluz
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引用次数: 0

摘要

交换学生等国际流动经历可以促进身份发展和文化意识。然而,很少有研究使用主叙事框架来评估这种过程。本研究探讨了本科生在大学交换经历中如何看待不断变化的文化背景和相关的文化主叙事对身份发展的影响。研究人员对 21-22 岁的澳大利亚和美国交换生进行了 20 次访谈。主题分析确定了主叙事意识和相关反应的过程模型,其中包含三个关键要素:意识背景、身份反应和自我转变体验。第四个主题强调了个人身份在这些过程中的交互影响。研究结果表明,在学生交流过程中接触不同的主人公叙事可以增强学生对自身和其他主人公叙事的认识,从而促进身份发展。这项研究为跨文化经历如何塑造新兴成人的主叙事意识和身份认同提供了新的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
I Felt Like I Was Getting to Be My Own Person: Exploring the Impact of Cultural Master Narratives on Identity Development During Student Exchange
International mobility experiences such as student exchange can promote identity development and cultural awareness. However, little research has assessed such processes using a master narrative framework. This study explored undergraduate student perspectives on how changing cultural contexts and the associated cultural master narratives influence identity development during university exchange experiences. Twenty interviews were conducted with Australian and U.S. exchange students aged 21-22 years. Thematic analysis identified a process model of master narrative awareness and associated responses incorporating three key elements: contexts of awareness, identity responses, and experiences of self-transformation. A fourth theme highlighted the influence of individual identities as interaction effects in these processes. The findings show that exposure to diverse master narratives during student exchange enhances students’ awareness of their own and other master narratives, which supports identity development. The study provides new insights into the ways intercultural experiences shape master narrative awareness and identity in emerging adults.
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来源期刊
Emerging Adulthood
Emerging Adulthood Multiple-
CiteScore
4.50
自引率
19.20%
发文量
87
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