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

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Abstract

China has emerged as one of the leading destinations for international students, attracting growing research interest in examining their cross-cultural adjustment. Our study moved beyond prior work by offering the first systematic review on predictors of international student adjustment in China, with all its three domains taken into consideration: psychological, sociocultural and academic adjustment. Based on the 33 reviewed articles, a wide range of predictors were identified. Guided by the Job Demands-Resources Model, these predictors were categorized into six broad clusters: demographics, personal resources, contextual resources, personal demands/barriers, contextual demands/resources, and other variables. The reviewed studies placed more emphasis on predictors in resources clusters than on those in demands/barriers clusters. Research strengths, gaps and inconsistencies in the literature were identified and discussed. Accordingly, an agenda was developed to highlight opportunities for theoretical and empirical advancement for future research.

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Acknowledgements

The current study was supported by the National Social Sciences Fund of China (Grant number: 19BSH116).

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  1. Northeast Normal University, Renmin Street, Changchun, 5268, China

    Chun Cao

  2. Changchun University of Science and Technology, Weixing Road, Changchun, 7186, China

    Qian Meng

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Cao, C., Meng, Q. A systematic review of predictors of international students’ cross-cultural adjustment in China: current knowledge and agenda for future research. Asia Pacific Educ. Rev. 23, 45–67 (2022). https://doi.org/10.1007/s12564-021-09700-1

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