A Systematic Review of the Factors Affecting Chinese International Students’ Academic Adaptation (Poster 3)

• In Event: AERA Poster Session Thursday 8:00 a.m.
  In Poster Session: Academic Success and Institutional Support

Abstract

This systematic review analyzes 60 articles published from 2003 to 2024 on factors impacting the academic adaptation of Chinese international students. It identifies four key themes: program experience, non-academic social support, coping strategies, and individual factors. The review reveals a predominant focus of these articles on program experience, emphasizing English proficiency and instructional differences. Notably, academic support, within the theme of program experience, coping strategies and individual factors, are deemed critical but under-researched. Most studies were qualitative and conducted in anglophone countries like the U.S., UK, and Australia. Future research should diversify into quantitative and mixed methods, exploring adaptation in non-anglophone regions beyond language and instructional differences, aiming for a more comprehensive understanding of student experiences and needs.

Authors

• Xin Liu, University of Hong Kong

• Lily Min Zeng, University of Hong Kong