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This article introduces a situational approach for assessing and teaching acculturation that captures how a person's level of competence and authenticity in a foreign cultural setting varies across the various situations the person encounters. Whereas previous research, such as the U-curve and Berry's dual identification model, portrays cultural adaptation at a broad, general level, the current approach provides a more nuanced perspective on acculturation by taking into account situational variability as well as variability in experienced competence and authenticity. The benefits of the framework for cross-cultural training and education are illustrated within the context of foreign MBA students in the United States.

This study investigated the influence of the interaction between personal and situational variables in environmental behavior and the predictive power of values and beliefs. Three different kinds of questions (environmental beliefs, Schwartz's measure of values, and physical-environmental inhibition level) and 1 item of general environmental concern were presented, along with a 16-item list of environmental actions, to 125 randomly selected undergraduate students. The results permit two main conclusions. First, environmental behavior depends on personal and situational variables in an interactive way. Second, when high conflict level is generated between personal dispositions and situational conditions, the predictive power of attitudes tends to be minimal, whereas in the case of consistency between them it tends to be maximal. The influence of situational variables was found to depend on the environmental action considered. In some cases, situational variables were the most important, whereas in others, commitment or moral obligation played an essential role.