THE ROLE OF SELF-ASSERTION AND ACADEMIC SELF-EFFICACY IN PREDICTING ACCULTURATION OF SAUDI STUDENTS STUDYING IN THE UNITED STATES

Abstract

This dissertation study examines the acculturation experiences of Saudi Arabian students pursuing higher education in the United States. It investigates the relationships among students’ acculturation strategies, self-assertion, and academic self-efficacy, while exploring the moderating effects of English proficiency and length of stay. The study is grounded in Berry et al.’s model of acculturation, which proposes four acculturation strategies: integration (maintaining one’s original cultural identity while participating in the host society), assimilation (adopting the host culture while relinquishing one’s heritage culture), separation (preserving the original culture while avoiding contact with the host culture), and marginalization (rejecting both cultures). These strategies are based on individuals’ attitudes towards cultural maintenance and contact with other cultures. In this context, the study also examines self-assertion, defined as an individual’s ability to express their feelings, opinions, beliefs, and needs directly, frankly, and openly, without violating others, and academic self-efficacy, which refers to an individual’s beliefs about their ability to perform academic tasks. Using a quantitative approach, the study surveyed 120 Saudi undergraduate and graduate students (67 males, 53 females) studying in the United States during the spring and summer semesters of 2024. Data analyses included independent samples t tests, correlations, and structural equation modeling (SEM). Key findings reveal no significant gender differences in self-assertion, academic self-efficacy, or most acculturation strategies, except for assimilation, where female students showed higher levels than male students. Self-assertion and academic self-efficacy demonstrated positive correlations with integration and negative correlations with marginalization. Contrary to expectations, English proficiency and length of stay did not significantly moderate the relationships between self-assertion or academic self-efficacy and acculturation strategies. This study contributes to our understanding of Saudi international students’ acculturation processes, highlighting the need for tailored support services and interventions that consider the complex interplay of self-assertion, academic self-efficacy, and acculturation strategies. The research addresses a significant gap in the literature concerning Saudi college students’ acculturation experiences, discusses limitations, and provides recommendations for future research to further enrich the understanding of Saudi undergraduate student acculturation in international settings.