超越国界：感知到的文化距离、文化智能、跨文化适应对高校留学生学习成绩的影响

IF 2.4 2区社会学 Q2 PSYCHOLOGY, SOCIAL

International Journal of Intercultural Relations Pub Date : 2024-10-21 DOI:10.1016/j.ijintrel.2024.102083

Lingjie Tang , Chang’an Zhang, Yu Cui

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引用次数: 0

摘要

感知文化距离（PCD）已被确定为影响学业成绩的一个重要因素；然而，关于这种关系背后错综复杂的中介和调节机制的知识却很有限。本研究试图通过探讨跨文化适应的潜在中介作用和文化智能（CQ）在中国留学生的感知文化距离与学业成绩关系中的调节作用，为现有文献做出贡献。研究利用调查数据对留学生在学术、心理和社会文化领域的 PCD、CQ 和跨文化适应性以及学习成绩进行了检验。研究结果表明：（1）PCD 对学业成绩有直接的负面影响；（2）跨文化适应的三个维度，即学业适应、心理适应和社会文化适应，在 PCD 与学业成绩之间起着中介作用；（3）CQ 起着调节作用，削弱了 PCD 与学业成绩之间的负相关。这些结果凸显了 PCD 在留学生跨文化学习领域中的关键作用，尤其是那些在中国高等教育领域中从事教育追求的留学生。本研究还强调了CQ的所有四个方面（元认知CQ、认知CQ、动机CQ和行为CQ）在面对文化差异时对这些旅居学生的适应过程和学业成绩的保护作用。

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Beyond borders: The effects of perceived cultural distance, cultural intelligence, cross-cultural adaptation on academic performance among international students of higher education

Perceived cultural distance (PCD) has been established as a significant factor influencing academic performance; however, limited knowledge exists regarding the intricate mediating and moderating mechanisms that underlie this relationship. The present study seeks to contribute to the existing literature by exploring the potential mediating role of cross-cultural adaptation and the moderating influence of cultural intelligence (CQ) in the relationships between PCD and academic performance among international students in China. The theoretical model was tested using survey data that measured international students' PCD, CQ, and cross-cultural adaptation in academic, psychological, and sociocultural domains, along with their academic performance. The findings revealed that (1) PCD exhibits a direct and negative influence on academic performance; (2) Three dimensions of cross-cultural adaptation, namely academic, psychological, and sociocultural adaptation, operate as mediators in the link between PCD and academic performance; (3) CQ, functioning as a moderator, weakens the negative association between PCD and academic performance. These results underscore the pivotal role of PCD in the realm of cross-cultural learning for international students, particularly those engaged in educational pursuits within the Chinese higher education landscape. The study also highlights the protective effects of all four aspects of CQ (metacognitive, cognitive, motivational, and behavioral CQ) on the adaptation processes and academic performance of these sojourning students in the face of cultural differences.

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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.