Determinants of international students' adaptation: Examining effects of integrative motivation, instrumental motivation and second language proficiency

Baohua YU, Kevin DOWNING

Research output: Contribution to journalArticle

16 Citations (Scopus)

Abstract

This study examined the influence of integrative motivation, instrumental motivation and second language (L2) proficiency on socio-cultural/academic adaptation in a sample of two groups of international students studying Chinese in China. Results revealed that the non-Asian student group reported higher levels of integrative motivation, socio-cultural adaptation and Chinese language proficiency than the Asian student group, who reported a higher level of instrumental motivation. No significant difference was found in academic adaptation between the two groups. Moreover, the relationships between study variables are the same across Asian and non-Asian student groups. Further evidence from this research indicated that socio-cultural adaptation was influenced more by integrative motivation and less by L2 proficiency. Integrative motivation was found to be the only significant predictor of academic adaptation. Implications for future research are discussed. Copyright © 2012 Taylor & Francis Ltd.
Original languageEnglish
Pages (from-to)457-471
JournalEducational Studies
Volume38
Issue number4
Early online dateDec 2011
DOIs
Publication statusPublished - 2012

Fingerprint

determinants
language
student
Group
China
evidence

Citation

Yu, B., & Downing, K. (2012). Determinants of international students' adaptation: Examining effects of integrative motivation, instrumental motivation and second language proficiency. Educational Studies, 38(4), 457-471. doi: 10.1080/03055698.2011.643111

Keywords

  • Integrative motivation
  • Instrumental motivation
  • L2 proficiency
  • Socio-cultural adaptation
  • Academic adaptation
  • International students