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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| Publicado en: | Journal of International Students vol. 15, no. 9 (2025), p. 1-26 |
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| Outros autores: | , , |
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Journal of International Students (JIS)
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| Acceso en liña: | Citation/Abstract Full Text Full Text - PDF |
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| 022 | |a 2162-3104 | ||
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| 024 | 7 | |a 10.32674/0wkqv704 |2 doi | |
| 035 | |a 3268152432 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 202187 |2 nlm | ||
| 100 | 1 | |a Xin, Yang |u Research Base for Humanistic Spirit and Social Development in Revolutionary China; Guangxi University, Nanning, China ORCID: https://orcid.org/0009-0009-2335-1819 | |
| 245 | 1 | |a How Does Digital Connection Shape Cultural Adaptation? The Impact of Social Media Use on the Cross-Cultural Adaptation of International Students in China | |
| 260 | |b Journal of International Students (JIS) |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 610 | 4 | |a WeChat | |
| 651 | 4 | |a China | |
| 653 | |a Foreign students | ||
| 653 | |a College students | ||
| 653 | |a Dependency theory | ||
| 653 | |a Support networks | ||
| 653 | |a Social media | ||
| 653 | |a Mass media effects | ||
| 653 | |a Social integration | ||
| 653 | |a Social interaction | ||
| 653 | |a Multiculturalism & pluralism | ||
| 653 | |a Learning | ||
| 653 | |a Acculturation | ||
| 653 | |a Psychological theories | ||
| 653 | |a Higher education | ||
| 653 | |a International education | ||
| 653 | |a Social networks | ||
| 653 | |a Structural equation modeling | ||
| 653 | |a Adaptation | ||
| 653 | |a Social learning | ||
| 653 | |a Cultural transmission | ||
| 653 | |a Longitudinal studies | ||
| 653 | |a Time | ||
| 653 | |a Adjustment | ||
| 653 | |a Computer platforms | ||
| 653 | |a Extracurricular activities | ||
| 653 | |a Computer mediated communication | ||
| 653 | |a Learning theories | ||
| 653 | |a Mediation | ||
| 653 | |a Evidence based research | ||
| 653 | |a Learning outcomes | ||
| 653 | |a Observational Learning | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Social Behavior | ||
| 653 | |a Educational Research | ||
| 653 | |a Cultural Activities | ||
| 653 | |a Modeling (Psychology) | ||
| 653 | |a Interpersonal Relationship | ||
| 653 | |a Identification (Psychology) | ||
| 653 | |a Evidence | ||
| 653 | |a Information Seeking | ||
| 653 | |a Social Capital | ||
| 653 | |a Educational Environment | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Barriers | ||
| 653 | |a Cross Cultural Training | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Educational Technology | ||
| 653 | |a Meta Analysis | ||
| 700 | 1 | |a Shusheng, Deng |u Guangxi Vocational and Technical College, Nanning, China ORCID: https://orcid.org/0009-0001-1310-1084 | |
| 700 | 1 | |a Weina, Hu |u Guangxi University of Finance and Economics, Nanning, China ORCID: https://orcid.org/0009-0007-9582-9071 | |
| 700 | 1 | |a Yan, Deng |u Youjiang Medical University for Nationalities, Baize, China; Guangxi Medical University, Nanning, China ORCID: https://orcid.org/0009-0004-0697-484X | |
| 773 | 0 | |t Journal of International Students |g vol. 15, no. 9 (2025), p. 1-26 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3268152432/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3268152432/fulltext/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3268152432/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |