Improving the Adjustment Experiences of Student Sojourners in Chinese Society: The Interrelationships of Language Proficiency, Acculturation Strategies, and Social Support

Student sojourners' adjustment experiences in Chinese society have remained under-researched. This study employed mixed methods to investigate student sojourners' sociocultural adjustment experiences in China. The quantitative study, using a questionnaire survey, found that students' sociocultural adjustment was positively associated with their proficiency in Mandarin and English, the integration strategy they took, and the support they received from family and teachers. In contrast, the separation and marginalization strategies were negatively related to sociocultural adjustment. A further qualitative study using reflective journals interpreted the roles and interrelationships of these predictors in influencing sociocultural adjustment longitudinally. Merging results from both studies, we explained how students' sociocultural adjustment can be enhanced by improving Mandarin and English proficiency, adopting proper acculturation strategies in different domains, and mobilizing social support. Finally, implications for relative parties (student sojourners, policymakers, and educational practitioners) were provided. Student sojourners are suggested to improve their bilingual skills, use the integration strategy, and utilize support resources. The Chinese government should make favorable policies to promote cultural diversity. Chinese universities should cultivate a culturally friendly environment for students and improve facilities and services to facilitate students' adjustment.