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<p>This study explores how international students at Chinese institutions addressed psychological well-being and academic integration following COVID-19, focusing specifically on the coping techniques employed to mitigate acculturative stress and interrupted educational processes. Semi-structured interviews (<i>n</i> = 30) with international students in six institutions were examined using Berry’s theory on acculturation, Tinto’s theory of student integration, and Lazarus and Folkman’s coping theory. Emotional exhaustion, credential anxiety, social isolation, discrimination and delayed adjustment were the most frequently reported issues, and academic challenges such as invisibility in the classroom, decreased networking, policy volatility, elevated expectations, language barriers, and loss of informal mentorship were noted by the students. The strategies used by the participants to solve these problems included problem-oriented strategies like contingency planning, peer-led learning groups, and language exchange networks and emotion-oriented strategies like reframing online learning achievements, sustaining cultural connections, and self-directed adaptation. The study points to the importance of micro-engagement, anticipatory coping, and digital visibility as the mechanisms that facilitate post-pandemic resilience and argues in support of flexible and digitally inclusive interventions to encourage better adjustment among international students.</p>

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Reconstructing belonging: post-COVID academic integration and psychological well-being of international students in China

  • 期刊论文

  • 发表日期：

    2026年5月19日

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  • Rabia Mahmood,
  • Yuanmeng Li,
  • Waqas Ahmed,
  • Rao Muhammad Faisal Suleman,
  • Zill e Huma,
  • Haiyu Wang,
  • Qingqing Xie,
  • Xiaoxuan Wu,
  • Freda Yangrong Wang

摘要

This study explores how international students at Chinese institutions addressed psychological well-being and academic integration following COVID-19, focusing specifically on the coping techniques employed to mitigate acculturative stress and interrupted educational processes. Semi-structured interviews (n = 30) with international students in six institutions were examined using Berry’s theory on acculturation, Tinto’s theory of student integration, and Lazarus and Folkman’s coping theory. Emotional exhaustion, credential anxiety, social isolation, discrimination and delayed adjustment were the most frequently reported issues, and academic challenges such as invisibility in the classroom, decreased networking, policy volatility, elevated expectations, language barriers, and loss of informal mentorship were noted by the students. The strategies used by the participants to solve these problems included problem-oriented strategies like contingency planning, peer-led learning groups, and language exchange networks and emotion-oriented strategies like reframing online learning achievements, sustaining cultural connections, and self-directed adaptation. The study points to the importance of micro-engagement, anticipatory coping, and digital visibility as the mechanisms that facilitate post-pandemic resilience and argues in support of flexible and digitally inclusive interventions to encourage better adjustment among international students.