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<p>The rapid growth of Chinese international high schools, driven by globalization, has created a distinct student population that faces unique adaptation challenges, which frequently manifest as anxiety symptoms. Current research lacks sufficient exploration of the adaptation processes and supportive factors for this specific demographic. This study selected 327 students from a Chinese international high school using a cluster sampling method to investigate: (1) the mediating role of intercultural sensitivity in the relationship between interpersonal competence and anxiety, and (2) the moderation effect of intercultural friendship on the mediation model. Findings revealed that 22.32% of participants reported clear anxiety symptoms. Both interpersonal competence and intercultural sensitivity were significantly negatively associated with anxiety. Intercultural sensitivity partially mediated the interpersonal competence–anxiety relationship. Notably, intercultural friendship moderated the mediation model; students with fewer intercultural friends relied more heavily on their interpersonal competence to develop intercultural sensitivity. These results suggest that targeted interventions should simultaneously develop students' intercultural adaptation competencies and facilitate intercultural peer connections to support their adaptation in Chinese international high schools.</p>

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Mediation Model Between Intercultural Adaptation Competences and Anxiety Among Students in Chinese International High Schools: Moderated by Intercultural Friendship

  • 期刊论文

  • 发表日期：

    2025年7月14日

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  • Jiayin He,
  • Xiaoqi Song,
  • Ruibin Zhang

摘要

The rapid growth of Chinese international high schools, driven by globalization, has created a distinct student population that faces unique adaptation challenges, which frequently manifest as anxiety symptoms. Current research lacks sufficient exploration of the adaptation processes and supportive factors for this specific demographic. This study selected 327 students from a Chinese international high school using a cluster sampling method to investigate: (1) the mediating role of intercultural sensitivity in the relationship between interpersonal competence and anxiety, and (2) the moderation effect of intercultural friendship on the mediation model. Findings revealed that 22.32% of participants reported clear anxiety symptoms. Both interpersonal competence and intercultural sensitivity were significantly negatively associated with anxiety. Intercultural sensitivity partially mediated the interpersonal competence–anxiety relationship. Notably, intercultural friendship moderated the mediation model; students with fewer intercultural friends relied more heavily on their interpersonal competence to develop intercultural sensitivity. These results suggest that targeted interventions should simultaneously develop students' intercultural adaptation competencies and facilitate intercultural peer connections to support their adaptation in Chinese international high schools.