The Role of Spiritual Lessons and Creative Arts for Adaptation of International Doctoral Students: A Lifelong Education Perspective

Autor/in	Pandya, Samta P.
Titel	The Role of Spiritual Lessons and Creative Arts for Adaptation of International Doctoral Students: A Lifelong Education Perspective
Quelle	In: International Journal of Lifelong Education, 40 (2021) 3, S.244-267 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2021.1946865
Schlagwörter	Religious Factors; Creative Activities; Art Education; Lifelong Learning; Foreign Students; Doctoral Students; Immigrants; Acculturation; Student Adjustment; Student Characteristics; Predictor Variables; Program Effectiveness; Well Being; Self Efficacy; Gender Differences; Marital Status; Asians; Self Expression; Illinois (Chicago); New York (New York) + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Life-long learning; Lebenslanges Lernen; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Immigrant; Immigrantin; Immigranten; Akkulturation; Adjustment; Adaptation; Prädiktor; Well-being; Wellness; Wohlbefinden; Self-efficacy; Selbstwirksamkeit; Geschlechterkonflikt; Familienstand; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausdruck
Abstract	This article reports a study on the impact of spiritual training lessons as compared to creative arts lessons with a cohort of Indian and Sri Lankan doctoral students immigrated to the US. The aim was to examine programme effectiveness in mitigating their acculturative stress, promoting self-efficacy, and wellbeing. Spiritual training lessons were more effective (p [less than or equal to] 0.01, Hedges' g = -3.59-3.22); however, creative arts lessons also mitigated acculturative stress of participants (p = 0.006, Hedges' g = -0.43). Post-test acculturative stress scores were lower and self-efficacy and wellbeing scores were higher for male students, with technical degrees, Hindu and Sikh students, ever-single, living alone, studying technical subjects, and whose doctoral research was practicum/practice-based. Spiritual training lessons attended and homework lessons mediated the association between significant socio-demographic and academic predictors and changes in outcomes. Creative arts homework lessons also mediated the association between gender, previous qualifications and acculturative stress scores. Spiritual training lessons can be incorporated into induction and continued support programmes for international doctoral students at US universities. Some modifications may be needed for female students, with postgraduate degrees in humanities/social sciences, Christian and Muslim students, currently married, cohabiting with spouse/children/dependents, studying humanities/social science subjects, and doing applied research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01