Personality and cross-cultural adjustment: The moderating role of cross-cultural motivation in Chinese students' adjustment to life in Russia

IF 2.8 2区社会学 Q2 PSYCHOLOGY, SOCIAL

International Journal of Intercultural Relations Pub Date : 2025-06-24 DOI:10.1016/j.ijintrel.2025.102231

Yulia Muzychenko , Olga Morozova

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Abstract

This study explores the moderating role of cross-cultural motivation in the relationship between personality traits and adjustment outcomes among Chinese students in Russia. As internationalization fosters global cooperation, understanding the factors that aid students' cross-cultural and psychological adaptation is critical. The research involved 538 Chinese students with a median age of 23.0 years (IQR: 21.0–25.0) (38.5 % male) from four Moscow universities. Emotional stability (Goldberg's IPIP-50), sense of coherence (Antonovsky's scale), and cross-cultural motivation (Ang and Van Dyne's CQ scales) were examined as predictors of cross-cultural adjustment (Black and Stephens' scale) and educational satisfaction (modified Hackman and Oldham scale).

Results showed that cross-cultural motivation moderated the relationship between emotional stability and cross-cultural adjustment (β = −.122, p < .01). Higher motivation weakened the positive link between emotional stability and cross-cultural adjustment, benefiting students with lower emotional stability. Additionally, cross-cultural motivation was a strong independent predictor of adjustment outcomes (β =.429, p < .001 for cross-cultural adjustment; β =.171, p < .001 for educational satisfaction). These findings highlight the importance of cross-cultural motivation for the broader student population, not just those with low personality predispositions, and offer practical insights for improving international students' experiences. This research also contributes to the expansion of the integrative communication theory of cross-cultural adaptation.

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个性与跨文化适应：跨文化动机在中国留学生适应俄罗斯生活中的调节作用

本研究探讨了跨文化动机在中国留俄留学生人格特质与适应结果之间的调节作用。由于国际化促进了全球合作，了解有助于学生跨文化和心理适应的因素至关重要。该研究涉及来自莫斯科四所大学的538名中位年龄为23.0岁（IQR: 21.0-25.0）的中国学生（38.5% %男性）。情绪稳定性（Goldberg's iipp -50）、一致性（Antonovsky's scale）和跨文化动机（Ang and Van Dyne's CQ量表）作为跨文化适应（Black and Stephens' s量表）和教育满意度（改进的Hackman and Oldham量表）的预测因子。结果表明，跨文化动机调节了情绪稳定性和跨文化适应之间的关系（β =−）。122, p & lt; . 01)。较高的动机削弱了情绪稳定性与跨文化适应之间的正相关关系，有利于情绪稳定性较低的学生。此外，跨文化动机是适应结果的强大独立预测因子（β =）。429, p & lt; 。001为跨文化适应；β=。171, p & lt; 。001代表教育满意度)。这些发现强调了跨文化动机对更广泛的学生群体的重要性，而不仅仅是那些低人格倾向的学生，并为改善国际学生的经历提供了实际的见解。本研究也有助于拓展跨文化适应的整合交际理论。

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来源期刊

International Journal of Intercultural Relations Multiple-

CiteScore

4.30

自引率

14.30%

发文量

122

期刊介绍： IJIR is dedicated to advancing knowledge and understanding of theory, practice, and research in intergroup relations. The contents encompass theoretical developments, field-based evaluations of training techniques, empirical discussions of cultural similarities and differences, and critical descriptions of new training approaches. Papers selected for publication in IJIR are judged to increase our understanding of intergroup tensions and harmony. Issue-oriented and cross-discipline discussion is encouraged. The highest priority is given to manuscripts that join theory, practice, and field research design. By theory, we mean conceptual schemes focused on the nature of cultural differences and similarities.