From language attitude to sociocultural adaptation among international students: the mediation of ethnic identification

Abstract

The trend of global educational mobility underscores the need to understand the factors influencing adaptation among international students (ISs). Drawing on Berry’s acculturation theory, this empirical study explores how ISs’ attitude toward Mandarin (China’s standard language) and ethnic identification with China predict sociocultural adaptation (SCA) outcomes, including ecological adaptation, international communication, interpersonal involvement, and academic performance. Using structural equation modelling, data from 203 postgraduate ISs in China reveal that a positive attitude toward Mandarin significantly predicts the four domains of SCA. Ethnic identification with China mediates the relationship between attitude toward Mandarin and ecological adaptation, international communication, and interpersonal involvement, but not academic performance. From a sociolinguistic perspective, these findings suggest that cultivating a positive attitude toward Mandarin is a ‘must’ for successful adaptation among postgraduate ISs in China. By constructing models that delve into the relationships among language attitude, ethnic identification with host country and SCA, this study extends the acculturation theory by proposing that language attitude forms the foundation of SCA and highlighting the core role of host country identification in the context of global multiculturalism.