How Does Digital Connection Shape Cultural Adaptation? The Impact of Social Media Use on the Cross-Cultural Adaptation of International Students in China

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Bibliográfalaš dieđut
Publikašuvnnas:	Journal of International Students vol. 15, no. 9 (2025), p. 1-26
Váldodahkki:	Xin, Yang
Eará dahkkit:	Shusheng, Deng, Weina, Hu, Yan, Deng
Almmustuhtton:	Journal of International Students (JIS)
Fáttát:	WeChat China Foreign students College students Dependency theory Support networks Social media Mass media effects Social integration Social interaction Multiculturalism & pluralism Learning Acculturation Psychological theories Higher education International education Social networks Structural equation modeling Adaptation Social learning Cultural transmission Longitudinal studies Time Adjustment Computer platforms Extracurricular activities Computer mediated communication Learning theories Mediation Evidence based research Learning outcomes Observational Learning Literature Reviews Social Behavior Educational Research Cultural Activities Modeling (Psychology) Interpersonal Relationship Identification (Psychology) Evidence Information Seeking Social Capital Educational Environment Learner Engagement Barriers Cross Cultural Training Influence of Technology Educational Technology Meta Analysis
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Govvádus
Abstrákta:	This study proposes and validates a sequential digital-physical-psychological (DPP) pathway model to explain how social media use facilitates international students' cross-cultural adaptation through behavioral and psychological mediation. Building on media system dependency theory and social learning theory, the model posits that digital engagement (e.g., WeChat interactions) initiates a cascading process: it first reduces barriers to extracurricular activity participation, which subsequently enhances the sense of multidimensional social integration (psychological identification, social interaction, and cultural adaptation). Data from 713 international students at Chinese universities, analyzed via structural equation modeling, confirmed significant direct (ß = 0.27, p < 0.001) and chain-mediated effects (ß = 0.04, p < 0.001), demonstrating that adaptation progresses sequentially from the digital domain to the physical domain to the psychological domain. The findings challenge parallel-process frameworks such as Ward's ABC model, instead emphasizing the temporal dynamics of digital-era acculturation. By integrating digital pathways into adaptation theory, this study advances a structured framework for understanding technology-mediated intercultural transitions. These findings address critical gaps in acculturation research by integrating digital pathways and temporal dynamics, offering evidence-based strategies for universities to design integrated digital-physical support systems.
ISSN:	2162-3104 2166-3750
DOI:	10.32674/0wkqv704
Gáldu:	Education Database