International Students' Identity in Interpersonal Interaction: Constructing an Integrative Theoretical Framework

The increasing intensity of international academic mobility and the growing attractiveness of Russian higher education for foreign nationals – including representatives of high-context cultures characterized by high power distance and strong collectivism – bring the problem of cross-cultural adaptation to the fore. Understanding the mechanisms of international students' interpersonal interaction contributes to building a more inclusive educational environment and, in a broader context, makes it possible to anticipate and adjust the choice of acculturation strategies, thereby reducing the risk of social and intercultural tension. The aim of the study is to provide a theoretical grounding for an integrative reading of the construct of international students' identity in interpersonal interaction. The conceptualization of identity draws on the social constructivist approach (P. Berger, T. Luckmann, A. P. Cohen, F. Barth), which treats identity as a dynamic social construct formed in the course of social interaction. The article attempts to integrate the tenets of Identity Negotiation Theory, Face-Negotiation Theory, and the theories of emotion work and emotional labor. The methodological foundation of the study comprises general scholarly methods of analysis, synthesis, comparison, and generalization of the research literature. As a result, an integrative theoretical construct of international students' identity is proposed, integrating the cognitive, affective, and behavioral levels of its functioning. Theoretical, operational, and empirical interpretations of the construct's key concepts are specified, and directions for their further operationalization and empirical validation are outlined. The findings can be applied in developing research instruments for the study of international students' interpersonal interaction and in designing psychological and pedagogical support programs for their cross-cultural adaptation.

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Published
2026-10-29
DOI
https://doi.org/10.67931/1998-5533-2026-3-345-350
Primary Topic
International Student and Expatriate Challenges
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article
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article

International Students' Identity in Interpersonal Interaction: Constructing an Integrative Theoretical Framework

Natalia A. Shibanova, L. R. Salakhatdinova, A. R. Iskhakova
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International Student and Expatriate Challenges
article

International Students' Identity in Interpersonal Interaction: Constructing an Integrative Theoretical Framework

Natalia A. Shibanova, L. R. Salakhatdinova, A. R. Iskhakova
article en

Abstract

The increasing intensity of international academic mobility and the growing attractiveness of Russian higher education for foreign nationals – including representatives of high-context cultures characterized by high power distance and strong collectivism – bring the problem of cross-cultural adaptation to the fore. Understanding the mechanisms of international students' interpersonal interaction contributes to building a more inclusive educational environment and, in a broader context, makes it possible to anticipate and adjust the choice of acculturation strategies, thereby reducing the risk of social and intercultural tension. The aim of the study is to provide a theoretical grounding for an integrative reading of the construct of international students' identity in interpersonal interaction. The conceptualization of identity draws on the social constructivist approach (P. Berger, T. Luckmann, A. P. Cohen, F. Barth), which treats identity as a dynamic social construct formed in the course of social interaction. The article attempts to integrate the tenets of Identity Negotiation Theory, Face-Negotiation Theory, and the theories of emotion work and emotional labor. The methodological foundation of the study comprises general scholarly methods of analysis, synthesis, comparison, and generalization of the research literature. As a result, an integrative theoretical construct of international students' identity is proposed, integrating the cognitive, affective, and behavioral levels of its functioning. Theoretical, operational, and empirical interpretations of the construct's key concepts are specified, and directions for their further operationalization and empirical validation are outlined. The findings can be applied in developing research instruments for the study of international students' interpersonal interaction and in designing psychological and pedagogical support programs for their cross-cultural adaptation.

(3)
Kazan Federal University (RU), Kazan State Technical University named after A. N. Tupolev (RU), Kazan Law Institute (RU)
Quality education
Openalex Percentile: Top 6%
International Student and Expatriate Challenges
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