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Zeitschriftenartikel zum Thema „Culture shock“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 31. Juli 2024

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1

Nur, Rafi’ah, und Suhria. „Paradigm of International Exchange Students in Encountering Culture Shock Stages“. International Journal of English Language Studies 3, Nr. 2 (27.02.2021): 101–10. http://dx.doi.org/10.32996/ijels.2021.3.2.11.

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Globalization can help people gain knowledge and improve learning about how a diversity of the cultures does not cause any conflict, misunderstand, and share knowledge across the culture peacefully. It can be termed as cross-cultural communication. Based on this paper's aims, this article discussed the theory of multiculturalism (cultural diversity), cross-cultural communication, the types of culture shock, the cases of culture shock experience such as the stages of culture shock and reverse culture shock. Thus, this study aims to discuss the theory of multiculturalism and an overview of culture shocks experienced by the student exchange program. As a result, shock culture experience is found by most of the people who live for some duration times. However, they will face reverse culture shock when returning to their home country, even though some returnees do not experience it.

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2

Lobner, N. „CULTURE SHOCK“. Versus 1, Nr. 11 (24.08.2019): 73–78. http://dx.doi.org/10.33842/2313-4562/2018/11/73/78.

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3

Crumble, Alison. „Culture shock“. Nursing Standard 8, Nr. 28 (06.04.1994): 38. http://dx.doi.org/10.7748/ns.8.28.38.s45.

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4

Gilbert, Gwendolyn L., Gregory S. James und Vitali Sintchenko. „Culture shock“. Medical Journal of Australia 171, Nr. 10 (November 1999): 536–40. http://dx.doi.org/10.5694/j.1326-5377.1999.tb123789.x.

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5

OFFICIAL, PETER L’. „Culture Shock“. Contemporary Literature 61, Nr. 2 (2021): 277–82. http://dx.doi.org/10.3368/cl.61.2.277.

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6

Haskins, Deborah. „Culture Shock“. College Teaching 47, Nr. 4 (Oktober 1999): 122. http://dx.doi.org/10.1080/87567559909595800.

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7

Carroll-Johnson, Rose Mary. „Culture Shock“. International Journal of Nursing Terminologies and Classifications 14, Nr. 2 (April 2003): 39–40. http://dx.doi.org/10.1111/j.1744-618x.2003.tb00058.x.

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8

DeVorkin, David. „Culture shock“. Nature 363, Nr. 6428 (Juni 1993): 407. http://dx.doi.org/10.1038/363407a0.

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9

Quigley, Ann. „Culture shock“. eLearn 2002, Nr. 4 (April 2002): 1. http://dx.doi.org/10.1145/566824.566825.

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10

Street, Andrew C. „Culture shock?“ Nature 349, Nr. 6306 (Januar 1991): 202–3. http://dx.doi.org/10.1038/349202b0.

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11

Mobley, Harry L. T. „Culture shock“. Trends in Microbiology 6, Nr. 10 (Oktober 1998): 416–17. http://dx.doi.org/10.1016/s0966-842x(98)01353-5.

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12

McDonald, Maggie. „Culture shock“. New Scientist 192, Nr. 2583-2584 (Dezember 2006): 72. http://dx.doi.org/10.1016/s0262-4079(06)61471-1.

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13

Sani, Hamid Najaf Pour. „Culture Shock“. International Letters of Social and Humanistic Sciences 47 (Februar 2015): 116–30. http://dx.doi.org/10.18052/www.scipress.com/ilshs.47.116.

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The ability to communicate well in a foreign culture is considered as a set of learnable social skills. The notion of culture shock is introduced to cover a broad range of psychological and social reactions to immersion in another culture, many of them detrimental to communication. Programs aimed at reducing the harmful effects of culture shock are examined in terms of the strategies adopted: (1) information giving, (2) cultural sensitization, (3) isomorphic attribution, (4) learning by doing, and (5) social skills training (SST). The latter, it is argued, is the most effective.

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14

Kelly, Noeline T., und Shirley H. M. Reekie. „Culture Shock“. Journal of Physical Education, Recreation & Dance 58, Nr. 9 (Dezember 1987): 42–45. http://dx.doi.org/10.1080/07303084.1987.10604370.

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15

Heider, Karl G. „Culture Shock 2001“. Anthropology News 43, Nr. 4 (April 2002): 7. http://dx.doi.org/10.1111/an.2002.43.4.7.

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16

Heider, Karl G. „Culture Shock 2001“. Anthropology News 43, Nr. 4 (April 2002): 7. http://dx.doi.org/10.1111/j.1556-3502.2002.tb00004.x.

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17

Reicher, Stephen, und S. Alexander Haslam. „Culture of Shock“. Scientific American Mind 22, Nr. 5 (25.10.2011): 56–61. http://dx.doi.org/10.1038/scientificamericanmind1111-56.

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18

Bos, E. G. „Hospital culture shock“. BMJ 312, Nr. 7022 (06.01.1996): 63. http://dx.doi.org/10.1136/bmj.312.7022.63.

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Bos, E. G. „Hospital culture shock“. BMJ 312, Nr. 7022 (06.01.1996): 63. http://dx.doi.org/10.1136/bmj.312.7022.63a.

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20

Kethireddy, Shravan, Beliz Bilgili, Amanda Sees, H. Lester Kirchner, Uchenna R. Ofoma, R. Bruce Light, Yazdan Mirzanejad et al. „Culture-Negative Septic Shock Compared With Culture-Positive Septic Shock“. Critical Care Medicine 46, Nr. 4 (April 2018): 506–12. http://dx.doi.org/10.1097/ccm.0000000000002924.

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21

Likandi, Syifa Aisyah, und Arie Sugiyartati. „An Analysis of Factors of Culture Shock and Culture Shock Stages Occurred in the Main Character of She Smells of Turmeric Novel“. JEdu: Journal of English Education 3, Nr. 1 (31.03.2023): 7–14. http://dx.doi.org/10.30998/jedu.v3i1.7490.

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Culture shock occurs because of the culture gap and differences, such as habit, behaviour, values, religion, tradition, and other cultural aspects. The symptoms of a sojourner who fights the shock are explained by the factors of culture shock and how they combat the cultural changes that are causing the shock which described in four stages. This study aims to elucidate the existence factor of culture shock and the stage of culture shock that corresponds to the protagonist of the novel "She Who Smells Turmeric". This study is an application of the culture shock stage theory carried out by Karvelo Oberg in 1960. Researcher used romances as data sources and scenes from novels as the data. The research method is a descriptive qualitative method. Researchers collected data by repeatedly reading the novel and highlighting scenes that could be considered as data. The researcher applied interactive analysis, which he performed three steps such as data reduction, data display, and data inference. As a result of collecting and analysing the data, the researchers found 26 data found as features of the culture shock phenomenon and 84 data found as four features to explain the factors that referred to CeCe as a guest who fought culture shock in Jakarta. We found 110 data consisting of data. Culture shocks CeCe after graduating from Los Angeles.

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Pramudiana, Inosensia Dini, und Theresia Dewi Setyorini. „Hubungan Antara Gegar Budaya Dengan Penyesuaian Sosial Siswa Papua di Magelang“. PRAXIS 1, Nr. 2 (15.03.2019): 125. http://dx.doi.org/10.24167/praxis.v1i2.1631.

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Abstract: The efforts to improve the quality of education in Papua is done through education scholarship program, and one of them is by sending senior high school students in Papua to other regions for education. The movement of the students to other regions forces them to do social adjustments. In this situation, each individual often experiences shocks to the new cultures (culture shock). This research was conducted to empirically test the relationship of culture shock with social adjustment of Papuan students in Magelang. The hypothesis in this study is that there is a negative relationship between culture shock and the social adjustment of Papuan students who migrated to Magelang. The higher the culture shock is experienced, the lower the social adjustment ability is, and vice versa. The results of this study indicate that the proposed hypothesis is proved, that the culture shock is negatively correlated and very significant to social adjustment. The analysis between the culture shocks and social adjustments shows a strong relationship between the four aspects (stress reaction, cognitive fatigue, role shock, and personal shock) in culture shock with social adjustment. Among those four aspects, role shock aspect has the highest correlation coefficient. This shows that this aspect is the most closely related to the social adjustment of Papuan students in Magelang, and the least related is the stress reaction. Keywords: culture shock, social adjustment, Papuan students Abstrak: Papua merupakan salah satu provinsi terkaya di Indonesia namun kualitas sumber daya di Papua masih rendah, tercatat Indeks Pembangunan Manusia di Papua tahun 2016 sebesar 57,25. Upaya untuk meningkatkan kulitas pendidikan di Papua dilakukan melalui program besiswa pendidikan, salah satunya dengan mengirim siswa SMA Papua keluar daerahnya untuk menempuh pendidikan. Pada masa ini siswa harus melakukan penyesuaian sosial. Penyesuaian sosial adalah kemampuan individu untuk berinteraksi secara sehat terhadap situasi sosial yang ada, sehingga mencapai kehidupan sosil yang menyenangkan. Dalam situasi ini, individu dapat mengalami kekagetan terhdap budaya yang baru (gegar budaya). Tujuan penelitian ini adalah untuk menguji secara empiric hubungan gegar budaya dengan penyesuaian sosial siswa Papua di Magelang. Hipotesis dari penelitian ini adalah ada hubungan negatif antara gegar budaya dengan penyesuaian sosial. Semakin tinggi gegar budaya, semakin rendah penyesuaian sosial, dan sebaliknya. Subyek dari penelitian ini adalah siswa Papua kelas XII dan XII di Magelang. Analisa data yang digunakan adalah uji korelasi Product Moment dengan menggunakan program SPSS (Statistical Packages for Social Sciences) seri 23.0. Analisa data menunjukan nilai r = -0,548 dan p = 0,000 (p

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23

Nannan Panday, Rishi S., Nadia Alam und Prabath W. B. Nanayakkara. „Culture-Negative Septic Shock Compared With Culture-Positive Septic Shock Mortality“. Critical Care Medicine 46, Nr. 9 (September 2018): e964. http://dx.doi.org/10.1097/ccm.0000000000003216.

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24

Sreeleakha, P. „Managing culture shock and reverse culture shock of Indian citizenship employees“. International Journal of Management Practice 7, Nr. 3 (2014): 250. http://dx.doi.org/10.1504/ijmp.2014.063597.

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25

Lina, Desma, und Dwi Budi Setiawan. „An Analysis of Culture Shock from West to East as Seen in Reilly’s The Tournament“. TEKNOSASTIK 15, Nr. 1 (13.06.2017): 14. http://dx.doi.org/10.33365/ts.v15i1.16.

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This article will explore about west and east cultures in the sixteenth century and some issues which occurred when both cultures encounters. The issue that appears when both cultures encounter is that of culture shock. The purpose of this research is to disclose how culture shock happens when both culture, west and east meet. In this research, the writers use concept of culture as the foundation of the research. Further, the analysis is done by implementing Oberg’s culture shock theory. To arrange this research, the writers apply library study and descriptive-qualitative method. The data that collected by the writers are in the form of narration and quotation. The source of the data coming from a novel entitled The Tournament by Mathew Reilly. The result of the analysis shows that there are two types of culture that are found inside the novel, visible and invisible cultures. Visible culture consists of cultural artifacts that can be noticed easily. Meanwhile the invisible part of culture is a culture that cannot be noticed easily but it does exist and holds important role in human life. Further, the phenomenon of culture shock proven by the character of Elizabeth who experience all stages of culture shock which are Honeymoon stage (Excitement), Crisis stage (Depression), Development stage (Learning process) and Adjustment stage (Accepting).

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26

Wati, Julia, und Selegam Selegam. „CULTURE SHOCK PADA MAHASISWA DI PONTIANAK“. Jurnal Pendidikan, Kebudayaan dan Keislaman 2, Nr. 2 (31.08.2023): 91–97. http://dx.doi.org/10.24260/jpkk.v2i2.1593.

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Students from different regions have different cultures. Students often experience culture shock in a new environment. The purpose of this study was to describe the form and background of the occurrence of culture shock in overseas students in Pontianak, as well as how they passed the culture shock. This study uses a descriptive qualitative approach. Source data is obtained through words and actions, written sources as well as photographs. Data collection techniques used in this study are interviews, observation and documentation. Subjects in this study were students from outside the City Of Pontianak. The results showed that overseas students experienced culture shock on food, language, social, academic lectures, and the community environment. These five aspects arise because they are generally different from their previous daily lives. Students claim they can overcome culture shock by trying to learn and adapt and understand the culture of others around them.

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27

Kocak, Marek. „Management of Culture Shock“. CRIS - Bulletin of the Centre for Research and Interdisciplinary Study 2014, Nr. 2 (01.12.2014): 63–82. http://dx.doi.org/10.2478/cris-2014-0011.

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28

Cupsa, Ioana. „Culture Shock and Identity“. Transactional Analysis Journal 48, Nr. 2 (15.02.2018): 181–91. http://dx.doi.org/10.1080/03621537.2018.1431467.

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29

Straughan, B. „Gene–culture shock waves“. Physics Letters A 377, Nr. 38 (November 2013): 2531–34. http://dx.doi.org/10.1016/j.physleta.2013.07.025.

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30

Dunbar, Robin. „Beyond the culture shock“. Nature 432, Nr. 7020 (Dezember 2004): 951–52. http://dx.doi.org/10.1038/432951a.

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31

Selmer, Jan. „Culture shock in China?“ International Business Review 8, Nr. 5-6 (Oktober 1999): 515–34. http://dx.doi.org/10.1016/s0969-5931(99)00018-9.

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32

Benson-Allott, Caetlin. „Conversion and Culture Shock“. Film Quarterly 66, Nr. 2 (2012): 48–51. http://dx.doi.org/10.1525/fq.2012.66.2.48.

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33

Filippov, Boris. „Reaction to Culture Shock“. Russian Education & Society 37, Nr. 12 (Dezember 1995): 43–51. http://dx.doi.org/10.2753/res1060-9393371243.

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34

Stewart, Louise, und Peter A. Leggat. „Culture Shock and Travelers“. Journal of Travel Medicine 5, Nr. 2 (Juni 1998): 84–88. http://dx.doi.org/10.1111/j.1708-8305.1998.tb00469.x.

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35

Winkelman, Michael. „Teaching About Culture Shock“. Anthropology News 32, Nr. 4 (April 1991): 1–38. http://dx.doi.org/10.1111/an.1991.32.4.1.1.

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36

NAKATA, Mariko. „Beyond the Culture Shock“. Journal of Japan Society of Kansei Engineering 16, Nr. 4 (31.12.2018): 224–26. http://dx.doi.org/10.5057/kansei.16.4_224.

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37

Jafarov, Sarkhan, und Yusif Aliyev. „What causes culture shock?“ South Florida Journal of Development 5, Nr. 7 (12.07.2024): e4106. http://dx.doi.org/10.46932/sfjdv5n7-012.

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Culture shock can be described as the feelings one experiences after leaving one's family or home to live in another cultural or social environment. Many people associate culture shock with extreme changes from one country to another. Still, it can also be experienced closer to home, such as when travelling from one city to another within your own country. Even the most open-minded and culturally sensitive among us are not immune to culture shock. Culture shock isn't a clinical term or medical condition. It's simply a common way to describe a person's confusing and nervous feelings after leaving a familiar culture to live in a new and different culture. When you move to a new place, you will face many changes. That can be exciting, but it can also be overwhelming. You may feel sad, anxious, frustrated, and want to go home.

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Nasution, Nurjannah, und Safuwan Safuwan. „Culture Shock Pada Mahasiswa Asal Papua di Universitas Malikussaleh“. Jurnal Psikologi Terapan (JPT) 3, Nr. 2 (28.09.2022): 49. http://dx.doi.org/10.29103/jpt.v3i2.8879.

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This study aims to understand how culture shock occurs in Papuan students in Malikussaleh University Aceh. This study was designed with phenomenological type by qualitative approach. Subject of this study was selected by purposive sampling technique, there was six students from Papua in semester one and three chosen to be subject. Data collection method used observations and indepth interview. The data analysis technique used is Creswell Analysis technique by analyzing the theme and then interpreting result. The result show that dimension of culture shock was experienced by all of participants, Then in terms of procces culture shock, four partiscipants has been experience and left four phase of culture shock, and two more are still in the third phase or recovery phase. Culture shock has occurs in Papuan studets is influenced by factors such as individual difference, cross cultures experience, differences in quality, quantity and durations of culture shock.

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Blum, Susan D. „Language Shock: Understanding the Culture of Conversation:Language Shock: Understanding the Culture of Conversation.“ Journal of Linguistic Anthropology 6, Nr. 1 (Juni 1996): 105–7. http://dx.doi.org/10.1525/jlin.1996.6.1.105.

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40

Bustami, Yuserizal, Eka Putra und Muhamad Zainal Arifin. „Management of Student Study Time Post-Pandemic Toward Culture Shock in Indonesia“. Ta'dib 26, Nr. 1 (26.06.2023): 97. http://dx.doi.org/10.31958/jt.v26i1.9099.

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This article aims to reveal the management of student study time after the Covid-19 pandemic in dealing with culture shock in Indonesia. This article uses qualitative research method. This type of research is a case study, namely culture shock post covid-19 pandemic. Research problems in research are explained descriptively. The data collection technique that is with the library such scientific articles, books, and other sources relevant to the research topic. The data analysis technique uses a technique popularized by Miles & Huberman, which consists of condensation, data presentation, and drawing conclusions. This study found that students experienced various culture shocks due to changes in the learning process, namely from offline face-to-face to online virtual face-to-face. Culture Shock happened again for the second time when the Covid-19 pandemic was gone, so all activities, namely offline learning, returned to normal. Therefore, to reduce the effect of culture shock, it is necessary to have adaptations in managing study time management, meaning that building and restructuring good study time management is the primary key to surviving these situations and conditions.

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Sulaiman, Masagus, und Kurnia Saputri. „CULTURE SHOCK AMONG FOREIGN STUDENTS: A CASE-STUDY OF THAI STUDENTS STUDYING AT UNIVERSITAS MUHAMMADIYAH PALEMBANG“. English Community Journal 3, Nr. 1 (15.07.2019): 295. http://dx.doi.org/10.32502/ecj.v3i1.1695.

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The phenomenon of culture shock has some impacts on foreigners (i.e. psychological impact and intellectual impact), especially for foreign students studying in a new country. This research is aimed at figuring out the dominant aspects of culture shocks faced by the three Thai students studying at Universitas Muhammadiyah Palembang and how they cope with it. Descriptive-qualitative method was used in this research.To collect the data, the researchers used interview and questionnaire. Coding technique was used in analyzing the data. The results showed two dominant aspects of culture shocks found, namely: academic shocks (i.e teacher’s role and attitude, poorly organized program and classroom organization, and local students’ attitude). and social shocks (i.e.women-men relationship, community bonding, habits in social gathering). Generally, the three Thai students coped with the shock by preparing mental and psychology, as well as learning academic destination.

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Verma, Jyoti. „Personal Narratives of Culture Shock“. InterViews: An Interdisciplinary Journal in Social Sciences 7, Nr. 1 (31.07.2020): 81. http://dx.doi.org/10.36061/iv.7.1.20.81.102.

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43

Swallow, Deborah, und Barry Tomalin. „Culture shock and student engagement“. Training, Language and Culture 6, Nr. 2 (27.06.2022): 35–44. http://dx.doi.org/10.22363/2521-442x-2022-6-2-35-44.

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44

Jacobson, David. „Incomplete Institution or Culture Shock“. Journal of Divorce & Remarriage 24, Nr. 1-2 (März 1996): 3–18. http://dx.doi.org/10.1300/j087v24n01_02.

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45

Dunn, Alyssa Hadley. „Global Village Versus Culture Shock“. Urban Education 46, Nr. 6 (18.07.2011): 1379–410. http://dx.doi.org/10.1177/0042085911413152.

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Though international teachers have been present in U.S. schools for decades, their recruitment for urban schools as a response to the supposed teacher shortage is a relatively new phenomenon with little research to support it. This study examines international teachers’ recruitment and preparation for urban environments. Informed by classroom observations and in-depth interviews with teachers, administrators, and recruitment agency personnel, this collective case study finds that there are distinct benefits and challenges of recruitment and that recruitment procedures and lack of preparation for U.S. schools add to teachers’ challenges. Recommendations are included for future research, teacher education, and policy.

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Heidelbaugh, Joel J. „Culture Shock and Changing Times“. Primary Care: Clinics in Office Practice 47, Nr. 2 (Juni 2020): xiii—xiv. http://dx.doi.org/10.1016/j.pop.2020.03.001.

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47

Marouf, Fidaa. „Overcoming Culture Shock: Journal reflection“. Studies in Arts and Humanities 4, Nr. 2 (30.01.2019): 139–41. http://dx.doi.org/10.18193/sah.v4i2.154.

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48

Johnson, Phylis. „Editor's Remarks: “Culture Shock” Radio“. Journal of Radio & Audio Media 21, Nr. 2 (03.07.2014): 189–92. http://dx.doi.org/10.1080/19376529.2014.950134.

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49

Mumford, D. B. „The measurement of culture shock“. Social Psychiatry and Psychiatric Epidemiology 33, Nr. 4 (25.03.1998): 149–54. http://dx.doi.org/10.1007/s001270050037.

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50

Pantelidou, Stella, und Tom K. J. Craig. „Culture shock and social support“. Social Psychiatry and Psychiatric Epidemiology 41, Nr. 10 (14.07.2006): 777–81. http://dx.doi.org/10.1007/s00127-006-0096-5.

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