Interactions between international doctoral students studying in China and their advisors: The role of intercultural adaptive guidance and psychological safety

• Published in: International journal of intercultural relations 2023-09, Vol.96, p.101872, Article 101872
• Main Authors: Kong, Lanlan, Ma, Zhiqiang, Li, Xinchao, Kim, Hyungjun
• Format: Article
• Language: English
• Subjects: Cultural distance; Intercultural adaptive guidance; Intercultural student-advisor interaction (ISAI); Psychological safety; Student-advisor Interaction engagement
• ISSN: 0147-1767; 1873-7552
• DOI: 10.1016/j.ijintrel.2023.101872

Student–advisor interaction has a crucial effect on the academic growth and career development of doctoral students. However, cultural differences between international doctoral students and their advisors may cause the students to perceive a lack of psychological safety and be unwilling to interact with their advisor. This phenomenon is very common in Chinese universities, where the student–advisor relationship tends to be advisor-centered and hierarchical. Therefore, we explored the effects of intercultural adaptive guidance and psychological safety on student–advisor interaction engagement, and the moderating effect of cultural distance in the context of intercultural student-advisor interaction (ISAI). A quantitative survey methodology was used to collect data from 225 international doctoral students studying in China, and statistical analysis was performed using SPSS 24.0 and AMOS 20.0 applications. The results showed that advisors’ intercultural adaptive guidance positively affects the student–advisor interaction engagement (academic and social) of international doctoral students, and that psychological safety mediates the relationship. Furthermore, deep-level cultural distance enhances the effect of intercultural adaptive guidance on psychological safety. The results of this study enrich research in the field of international education management and could provide strategic guidance for managing international doctoral students in Chinese universities. •Intercultural adaptive guidance from advisors positively impacts interaction engagement of international doctoral students.