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Background: During past two decades, China has modernized its education system and became a hub for international students. . However, studying abroad comes with various challenges. Objectives: In this study, we have focused on mental health of international students in response of acculturation, and investigated the relationship of religious copin...
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... changes in SDS. Table 5 presents a comparison of ASS, SAS, SDS, NCOP and PCOP. We conclude that the levels of ASS, SAS and PCOP were the statistically significant higher in female students as compared to male students whereas SDS statistically significantly higher in male students as compared to female students. ...Similar publications
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Citations
... The literature shows that there are published studies on acculturative stress among international students in Chinese HEIs (J. Liu et al., 2021), but a research gap exists regarding the acculturative issues specifically faced by Muslim international students studying in Chinese HEIs (B. Chen et al., 2019). ...
... Pragmatic competence is divided into the language ability to understand and use Chinese forms to implement Chinese behavior and the social ability to understand the social environment in which language is used to implement language behavior [38]. On the one hand, values are reflected in the differences in individual religious beliefs of international students; on the other hand, they are reflected in the influence of native language habits on the Chinese language of international students, because when international students express emotions through such means as requests, suggestions, thanks, and apologies in the second language of Chinese, a positive or negative value is transferred to the home language and culture [39,40]. ...
With the gradual formation of the open pattern of higher education, the issue of the cultural integration of international students has attracted increasing attention. This paper conducts a questionnaire survey of 2000 international students in East China and used factor analysis and structural equation modeling to determine the effects of life adaptation, interpersonal communication, and the training system on cultural integration, with possible moderation by study adaptation to explore the cultural integration of international students. The study found that the cultural integration of international students is jointly affected by multiple realistic factors, among which life adaptation and interpersonal communication are the primary factors. Furthermore, the training system has an important impact on the cultural integration of international students through study adaptation. Accordingly, we argue that universities should strengthen the informal organization and guidance of international students, enhance individual adaptability, promote international exchange, cooperation, and policy regulation of international students, and improve their training system. Moreover, efforts are needed to improve the study adaptability of international students so as to comprehensively address the problem of the cultural integration of international students and improve their education level.
With the continued increase in international students in China, the problem of their academic adaptation has become increasingly prominent. Analysis of the factors affecting the academic adaptation of international students and corresponding management practices can suggest measures to improve their academic adaptability. Based on grounded theory, this paper first summarizes the four main factors affecting the academic adaptation of international students, then uses structural equation modeling to construct a model of academic adaptation of international students that is tested and verified by a questionnaire survey of 2540 international students in China (51% male, 49% female). The main conclusions of this paper are as follows: (1) learning communication, course learning, and self-regulation are the main factors affecting the academic adaptation of international students, of which course learning is the most important factor; (2) academic communication and course learning have significant positive effects on self-regulation, while academic communication, course learning, and self-regulation have significant positive effects on the academic adaptation of international students; and (3) there was no significant difference in academic adaptation between genders, though there were significant differences by age. Among them, the mean score for overseas students is the largest for those older than 41 years (M = 4.79; SD = 0.33), showing that these students are most adaptable to study. Accordingly, this study advances policy suggestions for strengthening international students’ academic adaptation on the part of both universities and the government to improve the academic adaptation ability of international students in China.
