Self-determined motivation and academic adaptation within an intra-cultural context: The mediating role of acculturation outcomes

The global surge in student mobility is exemplified by mainland Chinese students, the largest international cohort, who are now increasingly selecting Macao for higher education, and this intra-cultural adaptation context deserves attention. Through a questionnaire survey (N = 291), the study explored the predictive effects of both intrinsic and extrinsic learning motivation on international students’ acculturation outcomes, employing self-determination theory as the theoretical foundation. The findings highlight how intrinsic/extrinsic motivation significantly affects acculturation experiences, leading to improved academic adaptation. This study identifies the mediating role of sociocultural adaptation in the link between intrinsic motivation and academic adaptation. Conversely, psychological adaptation mediates the relationship between extrinsic motivation and academic adaptation. The valuable research findings enrich the literature. Particularly, the study emphasizes the importance of considering intra-cultural adaptation. This study has practical implications for higher education institutions, focusing on creating supportive learning environments, addressing mental health concerns, facilitating cultural understanding, and providing preparatory support for international students.