Culture Shock Relationship With Learning Motivation To Students Of The University Of North Sumatra, Class Of 2016 Who Came From Outside The Island Of Sumatra
Culture Shock Relationship with Learning Motivation to Students of the University of North Sumatra, Class of 2016 who came from outside the island of Sumatra
Introduction
Culture Shock is a phenomenon that occurs when individuals are exposed to a new and unfamiliar culture. This experience can be overwhelming, leading to feelings of anxiety, confusion, and disorientation. For students who have left their hometown to pursue higher education at the University of North Sumatra, Class of 2016, who came from outside the island of Sumatra, adapting to a new culture can be particularly challenging. In this context, learning motivation becomes a crucial factor in determining their academic success. This study aims to explore the relationship between culture shock and learning motivation among nomadic students from outside the island of Sumatra.
Background
Culture Shock is a complex and multifaceted phenomenon that can affect individuals in various ways. According to Ward, Bochner, & Furnham (2001), culture shock can be understood through three dimensions: cultural, social, and personal. The cultural dimension refers to the differences in values, norms, and customs between the individual's home culture and the new culture. The social dimension involves the individual's interactions with people from the new culture, including their language, customs, and social norms. The personal dimension encompasses the individual's emotional and psychological responses to the new culture.
Learning motivation, on the other hand, is a crucial factor in determining academic success. According to Pintrich & Schunk (2002), learning motivation can be understood through four motivational indexes: intrinsic motivation, extrinsic motivation, self-efficacy, and test anxiety. Intrinsic motivation refers to the individual's interest and enjoyment in learning, while extrinsic motivation involves the individual's desire to achieve external rewards or recognition. Self-efficacy refers to the individual's confidence in their ability to learn and achieve academic goals, while test anxiety refers to the individual's fear of failure or evaluation.
Methodology
This study employed a quantitative approach and correlational methods to explore the relationship between culture shock and learning motivation among nomadic students from outside the island of Sumatra. A total of 144 students were chosen through simple random sampling techniques. The measuring instrument used in this study included the Culture Shock scale built based on the three dimensions of culture shock put forward by Ward, Bochner, & Furnham (2001), and the learning motivation scale compiled based on the four motivational indexes offered by Pintrich & Schunk (2002).
Results
The results of this study showed a positive relationship between culture shock and learning motivation. That is, the higher the level of cultural shock experienced by nomadic students, the higher their motivation to learn. This phenomenon can be explained by several factors.
Factors Explaining the Relationship between Culture Shock and Learning Motivation
First, culture shock experience often triggers curiosity and the desire to understand the new environment. This can increase learning motivation, because students are encouraged to explore new culture and adapt to the situation they face. For example, a student who experiences culture shock may be motivated to learn more about the local customs and traditions, which can help them to better understand and navigate the new environment.
Second, students who experience cultural shock may feel depressed and alienated, but this pressure can often trigger an increase in efforts in learning as a way to overcome the challenges faced. In an effort to overcome feelings of discomfort, they might seek support from friends or educational institutions, which in turn can also increase their motivation to succeed in study. For instance, a student who feels overwhelmed by the new environment may seek help from a counselor or a peer mentor, which can provide them with the support and guidance they need to overcome their challenges.
Third, the new and diverse social environment can also be a source of motivation for nomads. By meeting people from various backgrounds, students can develop new perspectives that enrich their learning experiences. This shows that culture shock, although faced with various difficulties, also has the potential to spur higher learning motivation among students. For example, a student who meets people from different cultural backgrounds may be motivated to learn more about their customs and traditions, which can help them to better understand and appreciate the diversity of the new environment.
Conclusion
Overall, this research provides an important insight into the relationship between culture shock and learning motivation. These results confirm that new cultural experiences, although it can be a challenge, can also be a significant driving factor to increase learning motivation among nomads. By understanding this relationship, educational institutions can design better support programs to help students overcome culture shock and maximize their learning potential.
Implications
The findings of this study have several implications for educational institutions. First, educational institutions should provide support programs to help students overcome culture shock and adapt to the new environment. This can include providing counseling services, peer mentoring programs, and cultural orientation programs. Second, educational institutions should design learning experiences that take into account the diverse backgrounds and experiences of their students. This can include incorporating diverse perspectives and experiences into the curriculum, and providing opportunities for students to engage with people from different cultural backgrounds.
Limitations
This study has several limitations. First, the sample size was relatively small, which may limit the generalizability of the findings. Second, the study relied on self-reported data, which may be subject to biases and limitations. Third, the study did not control for other factors that may influence the relationship between culture shock and learning motivation, such as prior academic experience and socio-economic status.
Future Research Directions
Future research should aim to build on the findings of this study by exploring the relationship between culture shock and learning motivation in different contexts and populations. For example, researchers could investigate the relationship between culture shock and learning motivation among international students in different countries, or among students from different socio-economic backgrounds. Additionally, researchers could explore the role of cultural orientation programs in helping students to overcome culture shock and adapt to the new environment.
References
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Pearson Education.
Ward, C., Bochner, S., & Furnham, A. (2001). The psychology of culture shock. Routledge.
Appendix
The appendix includes the Culture Shock scale and the learning motivation scale used in this study. The Culture Shock scale is based on the three dimensions of culture shock put forward by Ward, Bochner, & Furnham (2001), while the learning motivation scale is compiled based on the four motivational indexes offered by Pintrich & Schunk (2002).
Q&A: Culture Shock Relationship with Learning Motivation to Students of the University of North Sumatra, Class of 2016 who came from outside the island of Sumatra
Q: What is culture shock, and how does it affect students who come from outside the island of Sumatra to study at the University of North Sumatra?
A: Culture shock is a phenomenon that occurs when individuals are exposed to a new and unfamiliar culture. For students who come from outside the island of Sumatra to study at the University of North Sumatra, culture shock can be particularly challenging due to the significant differences in language, customs, and social norms between their home culture and the new culture.
Q: What are the dimensions of culture shock, and how do they affect students?
A: According to Ward, Bochner, & Furnham (2001), culture shock can be understood through three dimensions: cultural, social, and personal. The cultural dimension refers to the differences in values, norms, and customs between the individual's home culture and the new culture. The social dimension involves the individual's interactions with people from the new culture, including their language, customs, and social norms. The personal dimension encompasses the individual's emotional and psychological responses to the new culture.
Q: How does culture shock affect learning motivation among students?
A: The results of this study showed a positive relationship between culture shock and learning motivation. That is, the higher the level of cultural shock experienced by nomadic students, the higher their motivation to learn. This phenomenon can be explained by several factors, including the curiosity and desire to understand the new environment, the pressure to overcome challenges, and the new and diverse social environment.
Q: What are some strategies that educational institutions can use to help students overcome culture shock and adapt to the new environment?
A: Educational institutions can provide support programs to help students overcome culture shock and adapt to the new environment. This can include providing counseling services, peer mentoring programs, and cultural orientation programs. Additionally, educational institutions can design learning experiences that take into account the diverse backgrounds and experiences of their students.
Q: How can students who experience culture shock seek help and support?
A: Students who experience culture shock can seek help and support from various sources, including their educational institution, friends, and family members. They can also seek support from counseling services, peer mentoring programs, and cultural orientation programs.
Q: What are some implications of this study for educational institutions and policymakers?
A: The findings of this study have several implications for educational institutions and policymakers. First, educational institutions should provide support programs to help students overcome culture shock and adapt to the new environment. Second, educational institutions should design learning experiences that take into account the diverse backgrounds and experiences of their students. Third, policymakers should consider the needs of international students and develop policies that support their academic success.
Q: What are some limitations of this study, and how can future research build on the findings?
A: This study has several limitations, including the relatively small sample size and the reliance on self-reported data. Future research should aim to build on the findings of this study by exploring the relationship between culture shock and learning motivation in different contexts and populations. For example, researchers could investigate the relationship between culture shock and learning motivation among international students in different countries, or among students from different socio-economic backgrounds.
Q: What are some potential applications of this study in real-world settings?
A: The findings of this study have several potential applications in real-world settings. For example, educational institutions can use the findings to develop support programs for international students, while policymakers can use the findings to develop policies that support the academic success of international students.
Q: What are some future research directions that can build on the findings of this study?
A: Future research should aim to build on the findings of this study by exploring the relationship between culture shock and learning motivation in different contexts and populations. For example, researchers could investigate the relationship between culture shock and learning motivation among international students in different countries, or among students from different socio-economic backgrounds. Additionally, researchers could explore the role of cultural orientation programs in helping students to overcome culture shock and adapt to the new environment.
References
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Pearson Education.
Ward, C., Bochner, S., & Furnham, A. (2001). The psychology of culture shock. Routledge.
Appendix
The appendix includes the Culture Shock scale and the learning motivation scale used in this study. The Culture Shock scale is based on the three dimensions of culture shock put forward by Ward, Bochner, & Furnham (2001), while the learning motivation scale is compiled based on the four motivational indexes offered by Pintrich & Schunk (2002).