A systematic review of predictors of international students’ cross-cultural adjustment in China: current knowledge and agenda for future research

Cao, Chun; Qian, Meng

doi:10.1007/s12564-021-09700-1

Cited by 24 publications

(23 citation statements)

References 61 publications

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“…Given the recent COVID-19 pandemic and increasingly common use of online learning,10 for this review, postsecondary education settings can incorporate both local campuses as well as online environments, where students can engage with the educational services and staff. The worldwide focus was chosen because the literature on this topic is small and international students undertake postsecondary education across many countries, but face many similar challenges that can influence mental health across the different countries 13 14 30…”

Section: Methodsmentioning

confidence: 99%

Suicide prevention for international students: a scoping review protocol

McKay

Bailey

et al. 2022

BMJ Open

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IntroductionThe existing literature demonstrates that international students face a variety of stressors and barriers that can heighten the risk of suicide. However, up to now, no research has sought to summarise the available literature on the prevention strategies for suicide for international students in tertiary education. This document provides a scoping review protocol that aims to systematically chart and synthesise the published, unpublished and grey literature on the prevention strategies for suicide in the international student community.Methods and analysisThe enhanced six-stage methodological framework for scoping reviews of Arksey and O’Malley will be used. Two main research questions guide the review: (1) What is the extent, range and nature of the evidence regarding suicide prevention for international students? and (2) What suicide prevention strategies are promising for targeting international students? Peer-reviewed and non-peer-reviewed articles, reports and policy documents will be eligible to be included in the review with no limits on publication date. Electronic searches of the CINAHL, ERIC, Medline, PsycInfo and ProQuest will be conducted to identify relevant academic publications. Grey literature searches will be undertaken on relevant databases as well as government and organisational websites. The reporting of the review will follow the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Criteria for evidence inclusion and exclusion will be used during literature screening and mapping. Screening and data charting of the published and grey literature will be conducted by three reviewers. Relevant stakeholders and experts will be consulted regarding the findings and their input will be integrated into the final report.Ethics and disseminationThe study will be disseminated through a peer-reviewed journal, conference presentations and consultations with relevant stakeholders in policy and professional settings. Ethical approval is not required for this review.

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Section: Methodsmentioning

confidence: 99%

Suicide prevention for international students: a scoping review protocol

McKay

Bailey

et al. 2022

BMJ Open

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“…Hence, other technologies and their roles were not included. In another recent review, Cao and Meng [34] analyzed 33 articles to identify predictors of international students' adjustment in China as a multicultural environment. From the above studies, it can be seen that cross-cultural collaborative learning is significant for helping students enhance their cross-cultural communication skills to be global citizens.…”

Section: The Deficiency Of Previous Reviewsmentioning

confidence: 99%

Reflecting on the Past to Shape the Future: A Systematic Review on Cross-Cultural Collaborative Learning from 2011 to 2020

2021

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Cross-cultural collaborative learning in different learning domains is the road to the sustainability of economic, social, and environmental development. It creates the appropriate environment to acquire cross-cultural communication and collaboration skills for the 21st century. This study conducted a systematic review of 54 articles on cross-cultural collaborative learning published from 2011 to 2020. Based on the proposed analysis framework, the major elements of cross-cultural collaborative learning are revealed, including learners, group composition, learning environment, cross-cultural learning content, collaborative learning strategies, and research designs. The results indicated that most studies engaged learners at the university level and adopted small group sizes in cross-cultural collaborative learning activities. The online learning environment and social science learning content were widely employed in the past 10 years. Most studies adopted multiple collaborative learning strategies and lasted for 9 to 24 weeks. Most studies targeted mixed research purposes and adopted the qualitative analysis method. The findings and relevant suggestions for future studies are discussed in depth.

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“…China has become the third top destination for international students worldwide, behind the U.S. and UK (Cao & Meng, 2022 ). Scholars begin to show interest in international students’ cross-cultural experiences in Chinese social and academic contexts.…”

Section: Introductionmentioning

confidence: 99%

“…Wilson and Sheetz ( 2010 ) also employed this theory and revealed that IT students’ group task demands and resources predicted group academic success through the mediator of academic pressure. Moving further beyond, Cao and Meng’s ( 2022 ) review article utilized the theory to categorize predictors of international student adjustment into four clusters (i.e., contextual resources, contextual demands, personal resources, and personal demands) and recommended that future research apply this theory to gain new insights into sojourners’ performance.…”

Section: Introductionmentioning

confidence: 99%

“…In details, excessive contextual demands (i.e., cultural distance) may consume much time and energy and thus may be turned into stressful emotions. However, contextual (i.e., support from locals) and personal resources (i.e., coping self-efficacy) may help achieve goals, recover from stressful emotions, enhance social skills, as well as reinforce self-regulated motivation for intercultural activities (Cao & Meng, 2022 ). In turn, acculturative stress may negatively predict adjustment resulting from the aroused anxiety and withdrawal intentions (Bae, 2020 ), while intercultural engagement may positively predict adjustment due to the acquisition of culture-specific skills (Cao & Meng, 2020 ; Kim, 2001 ).…”

Section: Introductionmentioning

confidence: 99%

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The dual processes of health impairment and motivation in international student adjustment in China: insights from a demands-resources model

Cao

Qian

2022

Curr Psychol

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China has become one of the leading study abroad destinations worldwide. Recent research also indicates that international students encounter diverse life challenges and mental health issues in China. Therefore, scholars have shown increasing interest in their adjustment in Chinese social and academic settings. Seeking theoretical guidance from the Job Demands-Resources Model with mediation and moderation assumptions, our study aimed to test the dual processes (i.e., the health impairment process and the motivational process) leading to academic, sociocultural, and psychological adjustment, among international students sojourning in China. Using a convenience sampling method, our study recruited 1,001 participants (535 males and 466 females; M age = 22.73; SD = 1.62) who completed an online survey including scales of perceived cultural distance (contextual demands), social support from local members (contextual resources), coping self-efficacy (personal resources), acculturative stress, intercultural engagement, as well as three types of cross-cultural adjustment (academic, sociocultural, and psychological adjustment). Results based on the structural equation modeling (SEM) analyses indicated that perceived cultural distance had indirect relationships with the three types of adjustment through the mediator of acculturative stress. Social support from locals had indirect relationships with the three types of adjustment through the mediators of acculturative stress and intercultural engagement. Coping self-efficacy had indirect relationships with academic and sociocultural adjustment through the mediator of intercultural engagement. Additionally, social support from locals was revealed as a moderator that buffered the relationship between perceived cultural distance and acculturative stress. These mediated and moderated relationships not only confirmed the dual processes underlying international student adjustment, but also added new knowledge of how demands and resources can interplay to predict the dual processes.

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A systematic review of predictors of international students’ cross-cultural adjustment in China: current knowledge and agenda for future research

Cited by 24 publications

References 61 publications

Suicide prevention for international students: a scoping review protocol

Suicide prevention for international students: a scoping review protocol

Reflecting on the Past to Shape the Future: A Systematic Review on Cross-Cultural Collaborative Learning from 2011 to 2020

The dual processes of health impairment and motivation in international student adjustment in China: insights from a demands-resources model

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