Marta Fulop
Scientific Advisor, Institute of Cognitive Neuroscience and Psychology, Hungarian Academy of Sciences. Professor of Social Psychology, Institute of Psychology , Eötvös Loránd University, Budapest. Secretary General of the International Association of Cross-Cultural Psychology. Secretary of International Affairs, Hungarian Psychological Association.
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The present paper investigates the acculturation experiences of American university students (N= 61) studying for a semester in Budapest, Hungary. We were interested to reveal the psychological processes taking place during acculturation, moreover to portray a Hungarian cultural profile along the Hungarian-American encounter. The American students were required to write a diary about the cultural differences they encountered during the semester, their adjustment to the novel cultural context, furthermore about the identified protective and risk factors. The content analysis of the narratives indicated five main domains the students mentioned in relation to their experiences in Hungary: perceived differences between the U.S. and Hungary (differences in everyday life practices, interpersonal relationship, education etc.); affective responses to the intercultural contact (more negative emotions are mentioned than positive); sources of culture shock (language barrier, racism, characteristics of communication etc.), coping strategies (before arrival, after arrival); benefits of study abroad (cultural learning, personal growth). The findings can contribute to the cultural awareness of Hungary; additionally help to organize the intercultural training programs and intercultural counselling in a more effective way.
The present paper investigates the acculturation experiences of American university students (N= 61) studying for a semester in Budapest, Hungary. We were interested to reveal the psychological processes taking place during acculturation, moreover to portray a Hungarian cultural profile along the Hungarian-American encounter. The American students were required to write a diary about the cultural differences they encountered during the semester, their adjustment to the novel cultural context, furthermore about the identified protective and risk factors. The content analysis of the narratives indicated five main domains the students mentioned in relation to their experiences in Hungary: perceived differences between the U.S. and Hungary (differences in everyday life practices, interpersonal relationship, education etc.); affective responses to the intercultural contact (more negative emotions are mentioned than positive); sources of culture shock (language barrier, racism, characteristics of communication etc.), coping strategies (before arrival, after arrival); benefits of study abroad (cultural learning, personal growth). The findings can contribute to the cultural awareness of Hungary; additionally help to organize the intercultural training programs and intercultural counselling in a more effective way.