Emotional intelligence and metacognitive awareness in the context of culture shock: a theoretical model of international students’ adaptation profiles

<p style="text-align: justify;"><strong>Context and relevance.</strong> International students represent a specific category of migrants who experience a pronounced cultural shock when facing a sudden change of sociocultural environment. Successful adaptation in new conditions largely depends on the development of psychological self-regulation resources. <strong>Aim.</strong> The aim of this study is to theoretically substantiate the role of emotional intelligence and metacognitive awareness in the adaptation of international students and to develop a typology of adaptation profiles based on the level of these regulatory abilities. <strong>Hypotheses.</strong> It is assumed that the combination of high emotional intelligence and metacognitive awareness is associated with greater resilience to cultural stress and the use of more effective self-regulation strategies. <strong>Methods and materials.</strong> The study provides a theoretical analysis of international research addressing the role of emotional and metacognitive regulation in the adaptation of migrants and students studying abroad. <strong>Results.</strong> Based on the literature analysis, a conceptual model of adaptation of international students has been developed. It includes four adaptation profiles differing in the level of emotional intelligence, metacognitive awareness, and typical coping strategies with cultural stress. <strong>Conclusions.</strong> The proposed typology is conceptual in nature and requires further empirical testing. Future directions include operationalization of the model, examination of profile dynamics, and the development of interventions to support international students in the process of adaptation.</p> <div class="XTranslate" style="all: unset;"> </div> <div class="XTranslate" style="all: unset;"></div>