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<p>Research on international students’ study experience has predominantly focused on host countries in Western contexts. This study addresses the need for qualitative research on international students’ experience in the Asian context. Using the <i>U</i>-curve model and psychological contract theory, this study examined the adjustment challenges and cognitive schema of international master’s degree students at two universities in Taiwan. The results showed that psychological contract theory is important in explaining the socio-emotional shifts across the <i>U</i>-curve. We present a five-stage model of adjustment with psychological contract embedded as an intraphase mental framework that guides how students interpret their experiences. Additionally, evidence indicated that the pre-arrival stage plays a critical role in the adjustment process. Furthermore, this study found differences in adjustment between Asian and non-Asian international students. While Asian students encounter social adjustment challenges, non-Asian students encounter challenges with academic adjustment and communication etiquette.</p>

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How do international students adjust to new cultural environments? A qualitative study of international students’ experience in Asian universities

  • 期刊论文

  • 发表日期：

    2025年6月14日

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  • Candice A. Wray,
  • Chieh Wang,
  • Yu-Hsuan Wang,
  • David C. McConville

摘要

Research on international students’ study experience has predominantly focused on host countries in Western contexts. This study addresses the need for qualitative research on international students’ experience in the Asian context. Using the U-curve model and psychological contract theory, this study examined the adjustment challenges and cognitive schema of international master’s degree students at two universities in Taiwan. The results showed that psychological contract theory is important in explaining the socio-emotional shifts across the U-curve. We present a five-stage model of adjustment with psychological contract embedded as an intraphase mental framework that guides how students interpret their experiences. Additionally, evidence indicated that the pre-arrival stage plays a critical role in the adjustment process. Furthermore, this study found differences in adjustment between Asian and non-Asian international students. While Asian students encounter social adjustment challenges, non-Asian students encounter challenges with academic adjustment and communication etiquette.