Cross-Cultural Psychological Adaptation of Vocational College International Students in China: A Mixed-Methods Study on Status, Influencing Factors, and Support Needs

Abstract

The internationalization of higher vocational education in China has brought increasing numbers of international students to vocational colleges, yet their cross-cultural psychological adaptation remains underexplored. Drawing upon Ward's dual-dimensional model of cross-cultural adaptation and Berry's acculturation framework, this study examined the psychological adaptation status, influencing factors, and support needs among 212 international students from three vocational colleges in Jiangsu Province (N=248, valid response rate=85.5%). A sequential explanatory mixed-methods design was employed, integrating quantitative survey data with semi-structured interviews from 15 purposefully selected participants. Quantitative results revealed that over 47% of participants reported moderate to severe psychological adaptation difficulties. Competence in Chinese language (HSK level) emerged as the strongest predictor of psychological adaptation (β=0.342, p<0.001), followed by perceived social support from teachers (β=0.287, p<0.001) and peer support (β=0.156, p=0.018). Qualitative findings identified four thematic clusters: Language Barrier and Communication Anxiety, Cultural Distance and Identity Negotiation, Institutional Support Gaps, and Professional Identity as a Mediating Resource. These findings extend the applicability of Ward's model to the Chinese higher vocational education context, revealing that psychological and sociocultural adaptation are more tightly coupled (r=0.68) in short-term, skills-oriented programs than in traditional university settings. Practical implications for targeted support systems are discussed.