Theoretical models of culture shock and adaptation in international students in higher education

By Yuefang Zhou, D. Jindal‐Snape, Keith Topping, J. Todman. 2008

751 citations recorded by the source corpus.

Subfields: Communication, Social Psychology

View Paper: https://www.semanticscholar.org/paper/57c3b42aa3b1945103e6a472264ba1c7d44d0aee

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Citations in the corpus

Culture shock and reverse culture shock: The moderating role of cultural intelligence in international students’ adaptation (2016, background): “One of the impacts of culture shock is on international students’ adaptation (Zhou et al., 2008).”
The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands (2013, background): “…will experience academic and social transitional issues in the transfer to higher education (Rienties, Beausaert, Grohnert, Niemantsverdriet, & Kommers, 2012; Zhou et al., 2008), but we expect that for some groups of international students these transitional issues will be stronger than for others.”
Language learning and study abroad (2018, background): “According to Zhou et al. (2008), the latter can be categorized into three theories: stress and coping model, culture learning model, and social identification theory.”
Understanding friendship and learning networks of international and host students using longitudinal Social Network Analysis (2014, background): “create a similar home-culture group, as their cultural backgrounds were underrepresented within the class (Kim, 2001; Zhou et al., 2008).”
Understanding social learning relations of international students in a large classroom using social network analysis (2013, background): “Previous research shows difference in acculturation for those who go in groups and those who go to a new country on their own (Volet & Jones, 2012; Zhou et al., 2008).”
International students' culture learning and cultural adaptation in China (2015, background): “Different dimensions of international students’ adaptation have been explored (cf. Ward and Kennedy 1993a; Zheng and Berry 1991; Zhou et al. 2008) and various coping strategies have been provided for international students (e.g. Ward and Kennedy 1994, 2001; Yang, Noels, and Saumure 2006).”
A scoping review of artificial intelligence in medical education: BEME Guide No. 84 (2024, methodology): “When considering the impact at such a broad environmental level, our analysis, viewed through the conceptual lens of Oberg ’ s theory of ‘ culture shock ’ (Oberg 1960; Zhou et al. 2008), aligns with the theory ’ s four phases: Honeymoon, Frustration, Adaptation, and Acceptance.”