Crazy Rich Chinese? A Mixed-Methods Examination of Perceived Stereotypes and Associated Psychosocial Adaptation Challenges among Chinese International Students in the United States

The Psychosocial Factors Affecting Chinese Outbound Exchange and Mobility Students' Academic Performance During COVID-19

COVID-19 has affected every aspect of our life, including economic, social, and academic. Exchange and mobility students face more difficulties overseas, and Chinese students are no exception. However, e-learning has been introduced by institutions in many countries. The present study examines the psychosocial factors affecting the academic performance of Chinese outbound exchange and mobility students during the COVID-19 pandemic. The study surveys about 186 Chinese outbound exchange and mobility students. The present study performs the quantitative data analysis using Partial Least Square Structural Equation Modeling (PLS-SEM) through the Smart PLS software version 3. By confirming the measurement model and structural model assessments, the study finds that personality, social support, and language fluency are psychosocial factors that significantly influence the exchange and mobility students' academic performance. This study contributes by establishing relationships among psychosocial factors, language fluency and academic performance. Besides, practitioners can be benefitted by understanding students' psychosocial factors and its relation to academic performance during COVID-19 pandemic.

Deep Cross-Cultural Reconstruction Process in the Context of Cultural Potential: A Qualitative Study

Cross-cultural adaptation significantly impacts the development of individuals in different cultural environments. Because of art scholars' intense cultural intervention, their cross-cultural process-cultural reconstruction-significantly differs from that of other groups. However, there is insufficient research on their process. In this study, 29 contemporary Chinese artists living in Germany were interviewed. Grounded theory was used to propose a new ladder theory. We found that the cross-cultural reconstruction process includes two sub-processes and seven ladder-like stages containing the "driver-strategy-outcome" logic. Arguably, the ladder model provides a stronger explanation for the mechanism of art scholars' cross-cultural reconstruction process.