Cultural identity and psychological adaptation among international students learning Chinese: A mixed-methods study

This research takes a mixed methods approach alongside employing a cultural lens to examine the intricate connection between cultural identity and psychological adjustment of international students studying at international universities. The study analyzes employing quantitative technique 300 responses of structured survey and qualitative technique of semi structured interview conducted to 20 students of Chinese language on what formulates cultural identity and the consequences of psychological adaption. It was also found that language ability (β = 0.452, p < 0.001) and available support from peers/buddies (β = 0.386, p < 0.001) are significant positive contributors of psychological adaptation while (β = -0.325, p < 0.001) academic stresses and (β = -0.298, p < 0.001) cultural differences are negative influences to the adaptation skills. There is a strong linkage between the integration of host society and the sociocultural adjustment indicating a strong dependence (r = 0.58, p < 0.01) on the development of separated bicultural identity. The differences by areas show that students from East Asia get better adaption (M = 3.9, SD = 0.14) as compared to students from Europe (M = 3.0, SD = 0.17), thus proving that closeness to the originating culture aids in adaption to a better extent. Qualitative results also bring out in detail the complexities of identity construction amidst adaptation and the pivotal role language bears on one’s mental health. The research builds upon the already established acculturation dimensions by incorporating them in a fresh perspective on Chinese language learning while also offering meaningful recommendations to the educational sector in formulating effective policies. Such insights highlight the importance of language clinics which not only incorporate the maintenance of aspects of a student’s cultural such as identity in the provision of adequate care but also promote the student’s wellbeing in their integration into Chinese academic contexts.