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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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Pubblicato in:Journal of International Students vol. 15, no. 9 (2025), p. 1-26
Autore principale: Xin, Yang
Altri autori: Shusheng, Deng, Weina, Hu, Yan, Deng
Pubblicazione:
Journal of International Students (JIS)
Soggetti:
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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Abstract: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
Fonte:Education Database