NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1124519
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1470-8477
Beyond Cultural Learning and Preserving Psychological Well-Being: Chinese International Students' Constructions of Intercultural Adjustment from an Emotion Management Perspective
Zheng, Weijia
Language and Intercultural Communication, v17 n1 p9-25 2017
This paper reports an ethnographic study of a group of Chinese international students' emotion-management experiences in intercultural adjustment in a UK university context. Drawing on a social constructionist paradigm, it investigates students' constructions of their emotion-management strategies, and the effects of social interactions on the emergence of these strategies. The findings suggest that emotion management in intercultural adjustment goes far beyond a linear cultural learning process, and that the value of affective intercultural adjustment includes, but is not limited to, preserving psychological well-being. Furthermore, emotion-management strategy construction is shaped or impinged upon by various interpersonal and structural considerations, conditions, or limits. The study contributes to the existing understanding of affective intercultural adjustment by shedding light on the uniqueness, fluctuations, dynamics, and multiple facets of the adjustment process, as well as its implications in both individual and social terms. The study highlights the importance of adopting a holistic and integrative perspective when conceptualizing affective intercultural adjustment. The findings also raise practical implications, by proposing the necessity to incorporate an emotion-management dimension into intercultural education, and to provide emotional support that is responsive to international students' specific concerns.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; China
Grant or Contract Numbers: N/A