Author(s)

XiLong Zhao

Affiliation(s)

College of Vocational and Further Education, Central China Normal University, Wuhan 430079, Hubei, China.

Corresponding Author

XiLong Zhao

ABSTRACT

This study investigates the phenomenon of acculturation, especially cultural shock among international students, focusing on its underlying mechanisms and potential mitigation strategies. Despite the increasing number of students studying overseas, many encounter significant psychological and socio-cultural challenges due to cultural differences, leading to issues such as depression and anxiety. This paper reviews the existing literature on acculturation, tracing its crucial definition and stages. The U-curve and W-curve models are examined to understand the temporal dynamics of cultural adaptation, with particular attention to the four-stage model. Additionally, by comparing Self-Determination Theory and its sub-theories, including Cognitive Evaluation Theory, Organismic Integration Theory, Basic Psychological Needs Theory, Causality Orientation Theory, and Goal Content Theory, it highlights that fulfilling basic psychological needs and fostering intrinsic motivation can enhance international students' resilience against cultural shock. This research sheds light on understanding and addressing the challenges faced by international students in cross-cultural environments, ultimately contributing to their improved mental health and academic success.

KEYWORDS

Models of acculturation; Educational psychology; International students; Theoretical comparison

CITE THIS PAPER

XiLong Zhao. Comparison of theoretical models of acculturation from the perspective of educational psychology. World Journal of Educational Studies. 2025, 3(1): 22-26. DOI: https://doi.org/10.61784/wjes3030.

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