Cross-cultural psychological adaptation and identity construction among international Chinese learners: a resource utilization perspective

This mixed-methods study examines the interrelationships among cross-cultural psychological adaptation, identity construction, and resource utilization strategies from 62 international Chinese language learners (survey sample) and a 42-participant interview subsample in mainland China. Quantitative analyses revealed moderate to moderately high adaptation levels across psychological, sociocultural, and language dimensions, with notable variations by cultural background and proficiency level. Cluster analysis of the interview subsample (n = 42) identified four identity configuration types: cultural integration (38.1%), cultural assimilation (21.4%), cultural separation (23.8%), and cultural marginalization (16.7%). Path analysis indicated that adaptation dimensions were significantly associated with identity construction both directly and indirectly through resource utilization strategies, with social-affective strategies emerging as the strongest mediator. Qualitative findings illuminated dynamic negotiation processes through which learners constructed hybrid identities via critical incidents and strategic resource engagement. The integrated theoretical framework positions cross-cultural psychological adaptation as the foundational context within which identity construction and resource utilization unfold reciprocally. Findings suggest that successful adaptation is associated with constructing coherent bicultural identities through strategic mobilization of social networks, digital media platforms, and metacognitive capacities. Practical implications emphasize the necessity of comprehensive institutional support addressing psychological well-being, explicit strategy instruction, and identity-aware pedagogy that recognizes language learning as fundamentally involving personal transformation.