Predictors of acculturation attitude of international students in China

This study investigates international students' acculturation attitude preference and the influence factors (i.e., gender, duration in China, host and English proficiency, adult attachment style and social ties) on each acculturation attitude (i.e, integration, assimilation, separation and marg...

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Bibliographic Details
Published in:PloS one 2021-11, Vol.16 (11), p.e0260616-e0260616
Main Authors: Luo, Man, Zhang, Xiaofang, Peng, Fang, Zhao, Jing, Deng, Haijun
Format: Article
Language:English
Subjects:
Acculturation
Adolescent
Adoption
Adult
Anxiety
Asian cultural groups
Assimilation
Assimilation (Sociology)
Attachment
Attitude
Attitudes
Biology and Life Sciences
China
Cluster analysis
Competence
Cultural factors
Cultural heritage
Culture
Demographic aspects
English proficiency
Female
Foreign students
Gender
Humans
Integration
Language proficiency
Male
Marginality
People and Places
Physical Sciences
Policy making
Public health
Research and Analysis Methods
Separation
Social aspects
Social exclusion
Social interactions
Social networks
Social Sciences
Social support
Sociodemographics
Student attitudes
Students
Students, Foreign
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Summary:This study investigates international students' acculturation attitude preference and the influence factors (i.e., gender, duration in China, host and English proficiency, adult attachment style and social ties) on each acculturation attitude (i.e, integration, assimilation, separation and marginalization attitude) in China. A group of 229 international students within China responded online. Results from cluster analysis based on process model of acculturation revealed that, integration was the most prevalent acculturation attitude of international students in China. Additionally, logistic regressions analysis indicated that duration in China was negatively associated with adoption of separation and marginalization attitude also higher level of English proficiency predicted the preference of marginalization attitude. However, Chinese proficiency was positively associated with integration attitude adoption, host ties were positively and significantly associated with adoption of assimilation and integration attitude, but negatively associated with the usage of marginalization attitude. Lastly, avoidance attachment was found negatively associating with the integration attitude. This study provides valuable insights for international student education policymakers to assist international students in order to adapt to a new environment quickly and effectively.
ISSN:1932-6203
1932-6203
DOI:10.1371/journal.pone.0260616