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Improving Sociocultural Adaptation of First-Year Chinese International Undergraduate Students: Peer Mentorship and Intercultural Engagement

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Title: Improving Sociocultural Adaptation of First-Year Chinese International Undergraduate Students: Peer Mentorship and Intercultural Engagement
Language: English
Authors: Lan Ma (ORCID 0009-0006-4544-1768)
Source: Journal of International Students. 2026 16(4):55-80.
Availability: Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
Peer Reviewed: Y
Page Count: 26
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Adjustment (to Environment), Sociocultural Patterns, College Freshmen, Foreign Students, Peer Relationship, Mentors, Intercultural Communication, Private Colleges, Research Universities, Foreign Countries, Undergraduate Students, Pilot Projects, Student Experience, Student Attitudes, Intercultural Programs
Geographic Terms: China, United States
ISSN: 2162-3104
2166-3750
Abstract: This action research explored ways to enhance the sociocultural adaptation of first-year Chinese international undergraduates at a private research university in the midwestern U.S. through peer mentorship and intercultural engagement. Cycle 1 of the study identified social and cultural challenges, such as forming intercultural relationships, leading to a heavy reliance on conational networks for adjustment and adaptation. In response, Cycle 2 introduced a four-part pilot program: the Chinese Student Mentorship Program, the Academic Peer Mentorship Program, the International Ambassadors Program, and the Residential Community Engagement Program. Using the Revised Sociocultural Adaptation Scale (SCAS-R), a post-program survey, and semistructured interviews, the study revealed improved SCAS-R scores and confirmed the effectiveness of peer mentorship and residential engagement in supporting daily life, academic transitions, and social connections. The study provided empirical evidence that diverse social networks enhance sociocultural adaptation and identified effective solutions for Chinese international students that may benefit peers from other international backgrounds.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502343
Database: ERIC
FullText Text:
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  Data: Improving Sociocultural Adaptation of First-Year Chinese International Undergraduate Students: Peer Mentorship and Intercultural Engagement
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  Data: <searchLink fieldCode="AR" term="%22Lan+Ma%22">Lan Ma</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-4544-1768">0009-0006-4544-1768</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+International+Students%22"><i>Journal of International Students</i></searchLink>. 2026 16(4):55-80.
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  Data: Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
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  Data: 26
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Data: 2162-3104<br />2166-3750
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This action research explored ways to enhance the sociocultural adaptation of first-year Chinese international undergraduates at a private research university in the midwestern U.S. through peer mentorship and intercultural engagement. Cycle 1 of the study identified social and cultural challenges, such as forming intercultural relationships, leading to a heavy reliance on conational networks for adjustment and adaptation. In response, Cycle 2 introduced a four-part pilot program: the Chinese Student Mentorship Program, the Academic Peer Mentorship Program, the International Ambassadors Program, and the Residential Community Engagement Program. Using the Revised Sociocultural Adaptation Scale (SCAS-R), a post-program survey, and semistructured interviews, the study revealed improved SCAS-R scores and confirmed the effectiveness of peer mentorship and residential engagement in supporting daily life, academic transitions, and social connections. The study provided empirical evidence that diverse social networks enhance sociocultural adaptation and identified effective solutions for Chinese international students that may benefit peers from other international backgrounds.
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  Data: 2026
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  Data: EJ1502343
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      – Text: English
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      Pagination:
        PageCount: 26
        StartPage: 55
    Subjects:
      – SubjectFull: Adjustment (to Environment)
        Type: general
      – SubjectFull: Sociocultural Patterns
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Intercultural Communication
        Type: general
      – SubjectFull: Private Colleges
        Type: general
      – SubjectFull: Research Universities
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Pilot Projects
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Intercultural Programs
        Type: general
      – SubjectFull: China
        Type: general
      – SubjectFull: United States
        Type: general
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      – TitleFull: Improving Sociocultural Adaptation of First-Year Chinese International Undergraduate Students: Peer Mentorship and Intercultural Engagement
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