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Influencing mechanism of supervisors′ intercultural adaptive guidance on academic achievements of international postgraduates studying in China |
KONG Lanlan1,LI Xinchao2,LI Jin3#br# |
(1. School of Management, Jiangsu University, Zhenjiang 212013;2. Teaching Affairs Office, Jiangsu University, Zhenjiang 212013, China;3. College of Economic and Management, Chungnam National University, Daejeon 34134, South Korea)
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Abstract Shifting from quantity expansion to quality and efficiency improvement is an important proposition for connotative development of overseas postgraduate education in China. This study focuses on teacherstudent interaction, puts forward the concept of supervisors′ intercultural adaptive guidance, and explores process mechanism and boundary condition of supervisors′ intercultural adaptive guidance affecting academic achievements of international postgraduates. Empirical results show that supervisors′ intercultural adaptive guidance positively affects academic achievements of international postgraduates through cognitive and emotional mediation paths. Deeplevel cultural distance weakens the relationship between supervisors′ intercultural adaptive guidance and academic selfefficacy; deeplevel and surfacelevel cultural distance enhance the relationship between supervisors′ intercultural adaptive guidance and interaction comfort. To improve supervisors′ intercultural adaptive guidance ability, supervisors should adjust their guidance behaviors to adapt to cultural particularity of international postgraduates, pay attention to the cognitive and emotional state of their students, and grasp the cultural distance situation. Institutes of cultivating international postgraduates should provide assistance and support, build a comprehensive interactive support system between supervisors and international graduates, improve process management, and provide training opportunities for supervisors.
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