The pursuit of higher education abroad has seen a dramatic increase, with the number of international students rising by nearly 70% over the last decade (Duanaeva et al., 2023). However, this transition is fraught with challenges; reports indicate that up to 45% of international undergraduate students may drop out due to the difficulties of adjusting to a new environment (Duanaeva et al., 2023). Central to this struggle is the experience of stress, often manifested as culture shock or acculturation stress. To succeed, students must develop Cross-Cultural Competence (CCC) and employ robust coping mechanisms to navigate the complex psychological landscape of a foreign culture (Chiu et al., 2013).
The Nature Of Stress Abroad
Students living abroad encounter a variety of stressors that can impair their academic and psychological well-being (Duanaeva et al., 2023). These include language barriers, funding issues, social isolation, and a perceived “loss of control” or “loss of meaning” in their new surroundings. Early research into intercultural effectiveness identified the ability to manage psychological stress as one of the three core pillars of successful living abroad (Chiu et al., 2013).
The experience of stress is often dictated by the eco-cultural complex of a student’s home and host countries. For instance, students from “interdependent” or “collectivistic” cultures (such as Arabs and Turks) may perceive social challenges differently than those from “independent” or “individualistic” Western zones. While a Western student might cope through self-assertion, an East Asian student might prioritise social harmony and self-effacement. Misunderstandings arising from these divergent cultural schemas can lead to significant emotional strain (Kitayama & Salvador, 2024).
Coping Strategies And Resilience
To mitigate these stressors, students rely on various personal attributes and coping strategies (Kitayama & Salvador, 2024; Duanaeva et al., 2023). Resilience, defined by personal competence and the acceptance of self and life, serves as a critical predictor of success. Research on Kazakhstani students suggests that while gender and study duration do not significantly impact stress levels, age plays a role: older students may find it harder to accept their new lives but often show a greater ability to re-evaluate stressful situations positively (Duanaeva et al., 2023).
Commonly employed coping strategies include planning, self-control, and seeking social support (Duanaeva et al., 2023). Some students utilise distancing, which involves intellectually devaluing a problem to reduce its emotional impact. However, the most effective latent factors for success are a diversity of coping strategies, particularly confrontation and planning, alongside a high level of resilience rooted in personal competence. Furthermore, traits can be categorised as stress-buffering, such as emotional stability and flexibility, which lower the tendency to view intercultural situations as threatening (Chiu et al., 2013).
The Role Of Cross-Cultural Competence
Developing Cross-Cultural Competence (CCC) is not merely about possessing certain personality traits (Bartel-Radic & Giannelloni, 2017). While stress-buffering traits like emotional stability and flexibility help individuals view situations as challenges rather than threats, they do not automatically grant the knowledge needed to navigate a new culture (Chiu et al., 2013). Indeed, some studies show that personality traits generally predictive of CCC do not always determine cross-cultural knowledge (CCK) (Bartel-Radic & Giannelloni, 2017).
True competence involves Cultural Metacognition: the reflective awareness of how culture affects thinking and the proactive use of that knowledge to manage divergent demands. Students who use their metaknowledge can more effectively craft messages for different audiences and adjust their behaviour to the specificities of intercultural interactions (Chiu et al., 2013).
Enhancing Coping Skills Through Learning
Coping skills can be enhanced through experiential learning and academic preparation. Classroom simulations, such as the “BaFá BaFá” exercise, allow students to step outside their comfort zone and interact with simulated foreign cultures. Such exercises teach students the importance of listening, observation, and patience. Through reflective writing, students can process their feelings of confusion or frustration, transforming these negative emotions into a cultural desire to communicate and connect (Kratzke & Bertolo, 2013).
Stress is an inevitable part of the international student experience, but it is not an insurmountable barrier (Duanaeva et al., 2023). By fostering Resilience, diversifying coping strategies like positive reappraisal, and actively developing cross-cultural knowledge through experiential learning, students can navigate the complexities of living abroad. Success in a globalised educational space depends on a student’s ability to combine personal attributes with the proactive, reflexive use of cultural knowledge (Chiu et al., 2013).
References
Bartel-Radic, A., & Giannelloni, J. L. (2017). A renewed perspective on the measurement of cross-cultural competence: An approach through personality traits and cross-cultural knowledge. European Management Journal, 35(5), 632–644. https://doi.org/10.1016/j.emj.2017.02.003
Chiu, C.-Y., Lonner, W. J., Matsumoto, D., & Ward, C. (2013). Cross-cultural competence: Theory, research, and application. Journal of Cross-Cultural Psychology, 44(6), 843–848. https://doi.org/10.1177/0022022113493716
Duanaeva, S., Berdibayeva, S., Garber, A., Baizhumanova, B., & Adilova, E. (2023). Cross-cultural study of resilience, stress, and coping behavior as prerequisites for the success of international students. The Open Psychology Journal, 16, e187435012306160. https://doi.org/10.2174/18743501-v16-230616-2023-34
Kitayama, S., & Salvador, C. E. (2024). Cultural psychology: Beyond East and West. Annual Review of Psychology, 75, 495–526. https://doi.org/10.1146/annurev-psych-021723-063333
Kratzke, C., & Bertolo, M. (2013). Enhancing students’ cultural competence using cross-cultural experiential learning. Journal of Cultural Diversity, 20(3), 107–111.