https://ejournal.iai-tribakti.ac.id/index.php/psikologi https://doi.org/10.33367/psi.v7i1.2258
Role of Culture Shock as a Mediator of Relationship between Achiever and Challenger Personality to Sojourner Adjustment
Ujam Jaenudin1*, Irfan Fahmi2, Tahrir3, Zulmi Ramdani4 UIN Sunan Gunung Djati, Bandung, Indonesia
1[email protected], 2[email protected], 3[email protected],
*Correspondence
Article Information:
Received January 06, 2022 Revised April 12, 2022 Accepted May 16, 2022
Keywords:
culture shock, achiever personality, challenger personality, pattani muslim students, sojourner adjustment
Abstract
Students who continue their education abroad will be vulnerable to stress and other adaptation problems. Success in overcoming new pressures and situations is one of those things determined by the personality characteristics of each person. This research aims to determine the role of culture shock as a mediator of the relationship between the personality of the achiever and the challenger to the sojourner adjustment. A causality quantitative research design was used to achieve this goal by involving research respondents, namely Pattani students who are Muslim and are studying in the city of Bandung. A saturated sampling technique was used to obtain the characteristics of the sample in the research so that as many as 225 respondents were involved in filling out the research questionnaire. The data collection method uses a Likert scale with data analysis using the SEM (Structural Equation Model) approach. Structural analysis shows that cultural shock plays an effective and significant role as a mediator variable in the relationship between the personality of the achiever and the challenger to the sojourner adjustment.
INTRODUCTION
Society in general views and believes that individuals with a higher education are believed to have a more successful life than those with a low education. These assumptions and beliefs trigger people to flock to big cities to continue their studies for higher education. The hope is that they can get the best quality education for their careers.
In fact, many individuals have to take higher education abroad in the hope of getting the quality of education they expect (Yu & Zhang, 2016).
Seekers of knowledge need a stronger effort, not only in terms of the education they are currently pursuing but also in dealing with a foreign society and environment.
For knowledge seekers who have to study outside their own country, there will be more challenges that they will face, such as culture and language (de Burgh-Hirabe, 2019;
Khodabandelou et al., 2015). Individuals should be able to adapt and adjust socially well so that they can take their education well.
Social adjustment is seen as the ability of individuals to be able to respond effectively and appropriately to situations and various reciprocal relationships obtained during communication with the presence of the community so that they can be accepted
well and healthy (Gray et al., 2013; Schneiders, 1964). Meanwhile, according to Karataş et al. (2021), the adjustment of a person to a different social context from himself is termed "cross-cultural adjustment." Then, Magala (2005) puts emphasis on those residents who settle temporarily and are known as sojourners (temporary residents).
Those who are included as temporary residents include students or workers who live in an area far from their origin for certain matters. More specifically, this situation is referred to as a temporary resident adjustment or sojourner adjustment.
Thompson (2005) explains that someone who becomes a temporary resident must have the ability to survive and respond to all negative situations in their new place. One of the important abilities in the initial adaptation process is the ability to feel deeply so that they can identify the new culture they find and adapt to the situation they have before.
Temporary resident adjustment can be experienced by someone when they get a culture shock that is attained when entering a new situation. This culture shock is part of the consequences that a person gets when he or she does some activities in a different zone from what they felt before, giving rise to certain doubts and confusion when living (Cupsa, 2018; Kelly & Moogan, 2012; Presbitero, 2016).
Many differences are put forward by experts in viewing the concept of culture shock and its manifestations. Roskell (2013) points out that culture shock is not part of the failure or lack of certainty about the future. In some contexts, culture shock is a normal situation and is included in a person's success in adapting (Jack, 2014; van der Zee & van Oudenhoven, 2013). Meanwhile, Oberg (2006) explains that there are 4 stages that will be passed by an expatriate, which is illustrated in a process. The first stage is called the honeymoon period. This stage is characterized by an optimistic feeling and the emergence of great curiosity about a new dimension or environment. Many positive things become the focus of individuals while they have not been much distracted by negative situations about adaptation problems.
In the next stage, the individual begins to feel culture shock. It is characterized by a change in feelings in a negative situation. In general, this stage is characterized by anxiety and negative emotional expressions when faced with a new environment or social dimension that is different from what usually happens to him. This situation occurs because of the difficulty of assimilation into a relatively new culture. Culture shock may not occur in a systematic period, but sometimes it can occur at any time according to changes in the hearts and emotions of individuals from time to time. The culture shock that ensues for a person will also depend on the length of time the individual is in the environment, as well as the self-awareness they have to survive in the situation. In the next stage, the individual is in the recovery period, namely the individual's condition to overcome all the cultural shocks that come his way. The situation could have been better because, in the end, they managed to get through all the obstacles well and confidently, thus leading to a higher stage of adjustment. At this last stage, all forms of mood that are felt are always in a positive situation.
A personality expert, Ward et al. (2004) identify the relationship between the typical personality of the big five with the norms that exist in the host country's culture (indigenous citizens of foreign countries) as well as cross-cultural adjustment. From the results of this research, it was found that the personality types of neuroticism and extraversion were closely related to the process of adaptation both psychologically and socially in individuals who were temporary residents. Meanwhile, other results show that agreeableness and conscientiousness personality types also show the same thing. This explanation proves that personality type has a significant influence on the adjustment of temporary residents. Whereas, van der Zee dan van Oudenhoven (2013) also elucidate the personality factors that play a role in intercultural competence.
Other personality types are also described in terms of the Enneagram, which the authors identify as novel in this research. Hurley and Dobson (1993) describe The Enneagram, which divides personality into nine types. The Enneagram personality type enlightens the motivational situation that a person has and is not aware of by the individual, which can be used to respond to all situations that occur in life. This research focuses on two personality types that are not considered by many people to be identified as achievers and challengers. The selection of the two types is based on the assumption that both personality types play an important role and have a tendency to be deeply embedded in the identity of a temporary resident. This is considered to be useful in dealing with the upcoming culture shock so that they can adapt better.
This research focuses on students from Thailand who are currently studying in Indonesia. The results of the initial interviews conducted by researchers showed that many of them chose to study in Bandung because it was more comfortable than what they gained in their home country, specifically in Southern Thailand. In their area, they suffer from quite discriminatory treatment, especially for individuals who are Muslim, one of which is limited access to higher education. The majority of them come from Pattani, which is well known for its Muslim identity. These limitations and strict rules make them continue their education in areas far from their home countries, one of which is Bandung.
Besides being considered a comfortable city to live and study in, Bandung also has a Muslim majority population. The cost of living is not much different from their country and the cultural situation is relatively the same as what they get, making it the right destination to continue their education.
The situation, which is expected to be different from the students' home countries, of course, does not always run well. Those who were required to move to Bandung, in fact, experienced quite a difficult and challenging adjustment. Adjustments to culture, the environment, activities, and other interactions are among the complaints discovered. The challenge of using Bahasa Indonesia in learning makes this one of the problems that must be faced. Although previously they were given training and introductions related to Indonesian culture, intense accustom is still needed to deal with it. This later became one of the reasons why this research was conducted.
Another fact that was later obtained from the adaptation process of Thai students was the tendency to face some difficulties in doing lecture assignments in Bahasa Indonesia. These difficulties made the students feel academic stress even more, and some of them also experienced sub-optimal performance, so that finally made some of them return to their home countries. Meanwhile, some of them survived and even lived in Bandung for years. For those who managed to continue and survive until now, it is considered good adaptability.
According to the researcher’s understanding, there has been no research model proposed by previous researchers. Existing research only relates one variable to another without forming a theoretical model as proposed in this research. Previous studies have discussed the role of culture shock on the adjustment of temporary residents, namely research by Pacheco (2020), Oberg (2006), Hofhuis (2019), Guan et al. (2018), Magala (2005), Yue & Le (2012), Pedersen et al. (2011), Shioshvili (2012), Thompson (2005), and personality research on adjustment of temporary residents by Ward et al. (2004) etc.
From the results of the research above, the researcher believes that some of the variables identified in this research are quite worthy of research.
The next novelty that the researchers found was that, so far, there has been no research that focuses on Thai students who continue their education in Indonesia. Some existing studies distinguish between culture shock in Western and Eastern countries without focusing on a specific region (Chang, 1996; Pedersen et al., 2011; Pyvis &
Chapman, 2005). Furthermore, the researcher assumes that the use of the existing personality types, namely achievers and challengers, is something new to be identified.
Both personality types are considered to have a high involvement in a person's adjustment and are able to influence the reduction of stress experienced so that most individuals will be ready and successful in making adjustments.
Another variable that is also identified, namely culture shock, is assumed to be a mediator variable (Suhardi, 2010). This assumes that culture shock can act as an effective mediator in bridging the influence of the personality of the achiever and challenger on the adjustment of temporary residents. This mediation occurs when personality significantly influences culture shock; personality significantly influences adjustment of temporary residents in the absence of a mediator; culture shock has a uniquely significant effect on the adjustment of temporary residents; and the role of personality on adjustment of temporary residents depends on the addition of a mediator to the model. The purpose of this research is to examine the role of culture shock as an effective mediator in the influence of the personality traits of the achiever and challenger on sojourner adjustment.
For more details, see the framework chart in Figure 1.
Figure 1. Research Framework
METHOD
This research used a causal quantitative approach where the researcher attempted to see the dependency relationship between a variable and another variable. A causal quantitative design is included in a research design that specifically aspires to perceive whether one variable has an effect on other variables and vice versa (Jaenudin et al., 2020).
The population which was the research object in this research is Muslim immigrant students from Pattani, Thailand, who study in Bandung. Based on the results of initial interviews conducted by researchers with the Thai student community at one of the state universities in Bandung, the number of Muslim Pattani students studying in the city of Bandung reached 225 people (Jaenudin et al., 2020). From this data, the researcher determined that the characteristics of the respondents met the predetermined criteria, namely immigrant students from Pattani, Thailand, Muslim, having a good understanding of using Bahasa Indonesia, being active students in universities in Bandung, and staying at least 1 year in Bandung. Looking at these characteristics, all respondents in the population were used as research samples, which means that researcher used a saturated sampling technique or used a total sample of all subjects in the population (Etikan, 2016;
Meng, 2013).
Data collection was carried out using a psychological scale designed through a construction and modification scheme. This scheme was used to get an instrument that fit the context in which it occurred. There were four psychological scales used by researchers to obtain information in the field, namely the Sojourner adjustment scale, the Culture Shock Scale, the Achiever Personality Scale, and the Challenger Personality Scale. The four scales used were Likert scale types, which contained statements with five alternative answers provided, ranging from very appropriate, appropriate, quite appropriate, not appropriate, and very inappropriate. The four scales were presented directly through a paper-based test distributed by the research team according to the scheduled time. The researcher provided informed consent at the beginning of the scale, so that it could be used as an indicator that the respondents involved had correctly and consciously filled out the survey.
The first scale is the culture shock scale. It is constructed based on the theory described by Oberg (2006). The results of the researcher’s construction show 24 items representing aspects of the theory. Example items of scale include "(1) I find it difficult to go through lectures because it is difficult to follow the lecturer's thoughts; (2) I am happy living in Indonesia with the unique diversity of Indonesian culture; (3) I believe that by understanding the academic culture in Indonesia, I will become a successful person." The results of the scale reliability show a coefficient of .918 and good item validity reaches 20 items, meaning that there are 4 discarded items.
The second scale is achiever personality. The basic theory uses the perspective of Riso and Hudson (2000), which depicts this personality as an individual's way of being productive, achieving success, and avoiding failure. The modified scale consists of 16 initial items, which then, after confirmatory factor analysis, results in 7 items, all of which fall out. The reliability of the scale reaches .873, so it can be concluded that it is at a satisfactory level. Examples of items on the scale include "(1) I feel embarrassed if I fail;
(2) I plan something carefully before executing something; and (3) I act first, then think later."
The third scale is the challenger personality scale, which uses the theory of Riso and Hudson (2000). Researcher reduces it to several indicators, one of which is that individuals have high self-confidence, are passionate, very domineering, and want to always prove their existence. The scale created by the researcher consists of 16 items with a reliability scale of.900. The validity results show that only 10 items are good, so the other 6 items fall. Meanwhile, for example items including "(1) I use my strengths to achieve success in life; (2) for me, giving up proves my weakness; and (3) every time I fail, I will rise up to fix my mistakes."
The fourth scale used in this research is the Sojourner adjustment scale or what we know as the temporary resident adjustment scale obtained from the modification of the theory (Pedersen et al., 2011). The researcher made 28 initial items, representing 14 favorite items and 14 unfavorable items. After the confirmatory factor analysis is carried out, the results show good validity above .3. A total of 21 items have a validity value of above.3, so the remaining 7 items fail in the test. Meanwhile, this scale produces a satisfactory reliability coefficient of .781. Examples of items on the scale include: "(1) Indonesians treat foreigners like me as family; (2) I argue a lot with Indonesians because of differences; and (3) I regret that I have made the decision to study in Indonesia.”
The researcher analyzed the data by using the Structural Equation Modeling (SEM) approach. SEM was used because it was suitable for viewing descriptive results and also knowing the results of direct and indirect effects of variables tested. The Lisrel software version 8.70 was used to analyze the existing data.
RESULTS
The results of the research show that 225 respondents filled out the questionnaires that had been distributed completely. The researcher presents the demographic results of the respondents which can be seen in table 1.
Table 1. Demographic Data of Research Respondents
Category Frequency Percentage (%)
Gender
Male 94 41.8
Female 131 58.2
Age of Respondents
< 20 Years 47 20.9
20 Years 22 9.8
21 Years 47 20.9
22 Years 39 17.3
23 Years 30 13.3
24 Years 17 7.6
25 Years 13 5.8
> 25 Years 10 4.4
Length of Stay
< 1 Years 35 15.6
1 Years 46 20.4
2 Years 37 16.4
3 Years 50 22.2
4 Years 49 21.8
> 5 Years 8 3.6
Based on the information in table 1, it can be seen that the subjects in this research were dominated by female subjects (58.2%). The age of respondents is relatively evenly distributed at a certain age, but the majority are under 20 years of age and 21 years of age.
Meanwhile, the length of stay is quite varied. Researchers conducted a correlational analysis first to see the exposure to descriptive data from this research (can be seen in table 2).
Table 2. Descriptive and Correlational Analysis of Research Variables
Variable Average
Standard Deviation
1 2 3 4
Sojourner Adjustment (1) 3.08 2.96
1.00 .59 .17 .08 Culture Shock (2) 2.98 2.41 1.00 .45 0.51
Achiever Personality (3) 2.93 2.34 1.00 0.56
Challenger Personality (4) 3.04 2.65 1.00
The information presented in table 2 explicates the description of the descriptive analysis of the data obtained. It can be seen in table 2, that the highest average is obtained in the adjustment variable for temporary residents, as well as the standard deviation value.
Meanwhile, the correlation between each variable moves from .08 to the highest .59. All
the data is significant and shows a good correlation. Furthermore, testing is carried out to test the structural model of the model built (can be seen in table 3).
Table 3. Model Fit Index
Fit Index Fit Value Criteria
RMSEA .074 <.08
NFI .93 >.90
NNFI .93 >.90
CFI .95 >.90
IFI .95 >.90
RFI .91 >.90
Note. RMSEA (Root Mean Square Error of Approximation), NFI (Normed Fit Index), NNFI (Non-Normed Fit Index), CFI (Comparative Fit Index), IFI (Incremental Fit Index), RFI (Relative Fit Index).
Based on the information in table 3, all the criteria for the model built have met the fit criteria. The various types of criteria described in table 3 are statistical measures intended to see the feasibility of a measurement model. The RMSEA criterion has a score of .074 (<.08) so it can be called a fit criterion. Likewise, with the NFI criteria and others according to the standard, which is above .9. From the results of table 3, it can be concluded that the theoretical model in this research fits the existing empirical data. For structural test analysis can be seen in table 4.
Table 4. Result of Direct and Indirect Effect Direct
Effect
Direct Effect
Indirect Effect
Value
T Conclusion
CS → SA .72 - - 6.65 > 1.96 Significant
AP → SA .50 - - 2.02 > 1.96 Significant
CP→ SA .19 - - 1.14 < 1.96 Insignificant
AP →CS →SA .22 .72 .65 2.28 > 1.96 Significant CP →CS →SA .36 .72 .45 2.23 > 1.96 Significant
Note. CS (Culture Shock), SA (Sojourner Adjustment), AP (Achiever Personality), CP (Challenger Personality).
It can be seen from table 4 that the value of the direct influence of culture shock on sojourner adjustment is = .72 with a t value of 6.65 (greater than t table 1.96). This means that culture shock has a direct effect on sojourner adjustment. Thus, it can be concluded that culture shock plays a positive and direct role in the adjustment of temporary residents. Meanwhile, the direct effect of the personality of the achiever on the sojourner adjustment resulted in a positive and significant effect (t value is greater than t table), while the influence of the challenger personality on the sojourner adjustment resulted in a non-significant effect because the t value was smaller than the t table (can be seen in table 4). For indirect testing, namely the influence of the achiever personality on the sojourner adjustment through culture shock, the t value is 2.28 (larger than the t table) so it can be explained that the role of the mediator functions in this relationship.
Likewise, the influence of challenger personality on sojourner adjustment through culture
shock also produces a t value of 2.23 (more than t table 1.96) so that the role of mediator also plays an effective role.
DISCUSSION
Based on the results of the analysis in the previous explanation, culture shock can play a role in sojourner adjustment. This research is in line with the research of Korzilius et al. (2017), Goldstein and Keller (2015) and Fitzpatrick (2017), who show that culture shock is a natural thing and is part of the process of successful adaptation. The more culture shocks a person faces, the more individuals will get used to being stimulated to learn to adapt and understand what should be done. Thus, the more a person experiences culture shock, the higher the sojourner adjustment made by that person will be. This is based on the nature of culture shock, which is a challenge that will be faced by individuals.
If the individual thinks positively, then they will succeed through the existing problems and adapt better.
The situation experienced in culture shock can be seen from the individual's ability to get along in everyday life. The students in this research (Pattani students), tended to show an open attitude to the relationships and interactions in their environment, so that this made them feel comfortable living in Bandung. Meanwhile, students who have difficulty responding to new differences, they prefer to hang out with their original friends so that the opportunity to train themselves becomes smaller. They tend to withdraw and prefer to be passive in communicating with their new environment.
The results of this study also show that the achiever personality plays a direct and positive role in sojourner adjustment. This means that the higher the personality of the achiever, the higher the sojourner adjustment. One of these conditions can be caused by the tendency of the achiever's personality to adapt more easily because adaptability is a characteristic. Karataş et al. (2021) argue that, in essence, study abroad programs increase students' cross-cultural awareness. Adaptability is important for sojourner adjustment. In adapting, temporary residents need to have cross-cultural awareness and understanding, emotional resilience, flexibility, and openness. Cultural differences require overseas students to improve their ability to cope with cross-cultural pressures, develop more flexible role behaviours, cultural empathy, and respect for the host culture.
The results of this research also indicate that the challenger personality does not play a direct role in sojourner adjustment. The challenger personality is actually more adaptable if there is a culture shock, which is an obstacle that is considered a challenge that must be solved and the personality has high confidence in himself to successfully face the problem. With this personality, it takes a challenge to live something. Individuals tend to consider something meaningless when there is no challenge. That's why it is necessary to have a mediator in its influence.
According to Gong and Fan (2006), academic effectiveness is positively related to foreign students' academic and social adjustment. The more confident the individual is
in his studies, the easier it is to adapt, so that his studies become effective and successful.
The opinion of Noels et al. (1996) also strengthens this assumption, which states that self- confidence is important in sojourner adjustment, one of which is evidenced by the presence of self-confidence when speaking a foreign language with foreign nationals will improve good social relations because communication is an important element in socializing and for that self-confidence is highly needed to be brave enough to communicate.
The results of this research also suggest that culture shock functions as a mediator between the achiever personality and the sojourner adjustment. This means that the achiever personality plays a direct role in the sojourner adjustment. One of the striking characteristics of the achiever's personality is high adaptability. Chen (1992) suggests that adaptability is important for temporary residents. One form of adaptation is communication adaptation. His research shows the effect of communication adaptation and interaction engagement on one aspect of cross-cultural adjustment.
In the achiever personality, because they already have a personality basis that can adapt well, even though there is no or lack of perceived culture shock, the individual is still able to adapt well. The achiever personality will perceive something as unique that deserves respect, not a difference that interferes and is forced to fit with him. It is he who needs to merge without losing his identity. For example, Thai students face the many languages used in their environment. For those whose personalities tend to be high, the local language is considered something unique and instead follows the local Sundanese language and is willing to actively learn and communicate in the local language, so that the natives are more accepting of it.
The results of this research also indicate that culture shock functions as a mediator between the challenger personality and the sojourner adjustment. This means that the challenger's personality will play a role in sojourner adjustment, if mediated by culture shock. The challenger personality has a distinctive character that has a positive impact on sojourner adjustment, such as high self-confidence, firm stance, and courage to face problems. Culture shock is considered a common thing and is considered a challenge.
The higher the challenger's personality, the more culture shocks are felt and overcome, and this enhances the ability to adapt.
The above results are in accordance with Christie (2007) opinion, which says that when students enter university, there will be a perceived cultural change that needs to be addressed. On the other hand, the effectiveness of learning depends not only on the individual's emotional commitment to developing a new learning identity, but also on the emotional interaction between students and the university learning environment, so that they can adjust well. Difficult situations during the academic process require high confidence to be able to deal with them and on the other hand, the process is self- confidence development.
CONCLUSION
The results indicate that culture shock plays an effective role as a mediator variable that was able to bridge the influence of the achiever and challenger personality on the sojourner adjustment. This shows that the two types of personality, which refer to the Enneagram concept, can be important indicators that individuals must have to get their best adjustment. Thus, the two types of personality must be properly understood as important competencies which must be trained and developed to deal with culture shock wherever individuals are so that they are ready to adapt to various life situations.
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