Foreign academic adaptation: Emotional intelligence and resilience perspectives

Abstract

This research navigates the dynamic terrain of global academia, where an increasing number of scholars seek international opportunities for diverse academic growth. Recognizing a significant gap in the existing literature, this study proposes to delve into the often-overlooked dimension of adaptive performance among foreign academics. Building on the foundation of cross-cultural adaptation theory, the research empirically tests the interplay between emotional intelligence and psychological resilience in shaping the adaptive performance of foreign lecturers. In an effort to ground this exploration, a structured questionnaire was administered to 800 lecturers based in tier 1 cities, including new tier 1 cities, in China. These cities were strategically chosen due to their dense populations and being hubs for a majority of higher educational institutes. The ensuing analysis, conducted through PLS-SEM, yielded compelling evidence affirming the pivotal roles of emotional intelligence and psychological resilience as influential factors in determining adaptive performance. Crucially, the study unraveled the significant mediating role played by psychological resilience in linking emotional intelligence and adaptive performance. These findings not only contribute to the academic discourse but also offer actionable insights for practitioners.