An investigation into acculturative factors surrounding the wellbeing of Chinese international students studying in the UK

This interdisciplinary sequential mixed methods study employed traditional statistical methods and data science techniques to investigate acculturative factors affecting the wellbeing of Chinese international students in the UK. First, it systematically identified common acculturative stressors for these students and highlighted research gaps in areas such as acculturative stress, coping strategies, mental health, and wellbeing, particularly in the context of COVID-19. Next, a cross-sectional survey was conducted among 452 Chinese international students across England, Scotland, Wales, and Northern Ireland, capturing participants from diverse academic majors, degree levels, durations of stay in the UK, and English proficiency levels. The quantitative data were analysed using Ordinary Least Squares regression and Structural Equation Modelling to quantify the frequency and impact of key acculturative stressors: perceived cultural distance, social integration, perceived discrimination, academic integration, language barriers, and homesickness. Results indicated that these factors had a significant impact on student wellbeing and were particularly pronounced during the COVID-19 pandemic. Both task-oriented and emotion-oriented coping strategies were significantly associated with better wellbeing outcomes. Following the cross-sectional survey, a thematic analysis of 30 qualitative semi-structured interviews was conducted to provide a more in-depth understanding of the acculturative stressors and coping strategies. COVID-19 played a dominant role, revealing a significant influence in the quantitative analysis and a polarising effect in the qualitative findings. Mindfulness and disengagement became notable coping strategies among students. Moreover, the qualitative study also incorporated Chinese philosophical concepts to explore and analyse the acculturative stressors and coping strategies experienced by students. By bridging the research gaps and providing recommendations, this research aims to promote a more inclusive and supportive educational environment.