The Impact of Family Support on the Academic Adaptation of International Exchange Students: The Moderating Role of Coping Styles

DOI: https://doi.org/10.62517/jhet.202615213

Author(s)

Boying Shi

Affiliation(s)

Oriental College of Beijing University of Chinese Medicine, Cangzhou, Hebei, China

Abstract

Against the backdrop of deep globalization and higher education internationalization, international exchange programs have become a core approach for universities to strengthen international cooperation and cultivate intercultural talents. However, international exchange students face multiple challenges abroad-including language barriers, educational system differences, cultural value conflicts, and academic pressure-making academic adaptation an increasingly prominent issue. Poor adaptation not only impairs learning outcomes but may also trigger psychological anxiety. As the core social support system, family support plays a crucial role in alleviating cross-cultural pressure and facilitating academic adaptation, yet geographical separation has transformed its forms and mechanisms. This study adopts a quantitative-dominated mixed research design, collecting 428 valid questionnaires via stratified random sampling. Using SPSS 26.0 and AMOS 24.0, it explores the impact of family support dimensions on academic adaptation and the moderating role of coping styles. The results reveal that family support and its four dimensions positively predict academic adaptation, while positive coping styles strengthen this positive impact and negative coping styles weaken it. These findings clarify the internal mechanism among the three variables, providing practical references for families, universities, and exchange students.

Keywords

International Exchange Students; Family Support; Academic Adaptation; Coping Styles; Moderating Role

References

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