The Impact of Cross-Cultural Adaptation on Academic Performance: The Mediating Role of Academic Self-Efficacy

Abstract

This study investigates the impact of cross-cultural adaptation on academic performance among international students, with academic self-efficacy considered as a mediating variable. Drawing upon data collected from international students enrolled in universities in Heilongjiang, China, structural equation modeling (SEM) was employed to test the hypothesized relationships. The results reveal that cross-cultural adaptation exerts a significant positive influence on academic performance, both directly and indirectly through academic self-efficacy. Among the three dimensions of adaptation—psychological, sociocultural, and academic—academic adaptation demonstrated the strongest effect on performance outcomes. Additionally, academic self-efficacy was found to partially mediate the relationship between cross-cultural adaptation and academic performance, indicating that students who experience greater adaptation tend to exhibit stronger confidence in handling academic challenges, which in turn enhances their academic achievement. These findings underscore the importance of fostering both adjustment support and self-efficacy development in international education settings. The study provides empirical evidence and practical recommendations for higher education institutions seeking to improve academic outcomes among international students through targeted support programs, particularly in culturally diverse environments like those in China.