Academic adaptation of international students in China, under convergence management: Confirmatory factor analysis and influential factors
2
Issued Date
2025-04-01
Resource Type
eISSN
24523151
Scopus ID
2-s2.0-105014251875
Journal Title
Kasetsart Journal of Social Sciences
Volume
46
Issue
2
Rights Holder(s)
SCOPUS
Bibliographic Citation
Kasetsart Journal of Social Sciences Vol.46 No.2 (2025)
Suggested Citation
Yang J., Leksansern A. Academic adaptation of international students in China, under convergence management: Confirmatory factor analysis and influential factors. Kasetsart Journal of Social Sciences Vol.46 No.2 (2025). doi:10.34044/j.kjss.2025.46.2.15 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/111935
Title
Academic adaptation of international students in China, under convergence management: Confirmatory factor analysis and influential factors
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Author's Affiliation
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Abstract
Academic adaptation is to the process by which people effectively adapt to a new educational setting. For international students, academic adaptation is required to promote their wellbeing during university life. With convergence management, the integration of education and management for international students in China, encompassing various aspects such as education, research, and daily life, international students would be directed to engage in extracurricular activities. This study aimed at investigating the factors as the construct of the academic adaptation and the influencing factors of academic adaptation of international students in China under the convergence management of Guangxi University. Four hundred and three were sample groups and Confirmatory Factor Analysis and regression analysis were employed in this study. The findings revealed that academic adaptation consists of five constructs; Course Learning, Teacher-Student Relationship, Academic Goals, Academic Performance, and Satisfaction with University Environment. For the factors affecting academic adaptation of international students in China, seven factors were counted; Language Competence, Research Competence, Teaching Methods, Psychological Adaptation, Self-efficacy, Social Integration, and Acculturation. These findings offer valuable insights for educational administrators, guiding them in enhancing international students’ study experiences and overall wellbeing. Also, the research equips stakeholders with a nuanced understanding, facilitating the development of targeted strategies to address academic adaptation challenges and foster a more supportive educational environment.