The Mediating Role Of Differentiated Instruction In Intercultural Adaptation And Subjective Well-Being

Abstract

Previous research indicates that the development of subjective well-being (SWB)—a critical factor for second language learners’ psychological health and motivation—depends on intercultural adaptation (IA). However, much of the literature has concentrated on theoretical discussions and position papers, with few empirical investigations addressing second language acquisition, particularly in the context of English. To fill this gap, the present study examines the influence of IA on SWB by introducing differentiated instruction (DI) as a mediating variable. Survey data were collected from 193 Chinese as a Second Language (CSL) university students and analyzed using the SEM-PLS model. The results reveal that key components of IA, including cultural empathy, emotional stability, and Chinese proficiency, significantly enhance SWB, while DI exerts a positive mediating effect on the IA–SWB relationship. Based on these findings, we recommend that educators emphasize thematic care in IA development to help learners maintain a strong connection to Chinese culture during cross-cultural adaptation. In addition, teachers should adopt diverse instructional strategies and assessment tools to foster learners’ sensitivity and openness to cultural exploration. This research offers valuable insights for CSL educators seeking to improve international students’ well-being and promote their mental health through culturally informed practices.