| With the development and internationalization of China,the number of international students coming to China is increasing,and the education and training of international students has become an important part of higher education in China.Students’ academic adjustment and achievement are the core and purpose of education.At present,there are still some problems in many aspects,especially academic adjustment,so it is necessary to strengthen the discussion on academic adjustment and influencing factors of graduate students studying abroad.However,recently,there is not much attention to the academic adjustment of International students in China.It is on the basis of the current research situation and the importance of the issue of foreign students in China,this dissertation takes 192 Iranian graduate students in Beijing as the research object,and through the combination of quantitative and qualitative of research method,systematically discusses the academic adjustment of Iranian graduate students in China,in order to improve the theories regarding the education of foreign students in China,and to provide an effective basis and support for the recruitment,training and evaluation of foreign students in China.This paper first through the literature research method and interviews with Iranian students in China,brings order to the four aspects of the higher education system of China and Iran,including the education system,teaching methods,curriculum development and evaluation system,and reviews and summarizes the differences between the education systems of the two countries and their impact on Iranian students coming to China.Secondly,on the basis of the existing definition and scale of academic adjustment,this paper puts forward the definition of academic adjustment for international students in China,and constructs three different measurement index systems for academic adjustment,social interaction and psychological adjustment.Third,this paper uses the measurement index system to further describe and analyze the current situation of academic adjustment,social interaction and psychological adjustment of Iranian graduate students in China,and uses one-way ANOVA analysis to examine the group differences affecting academic adjustment,and also examines the impact of social interaction and psychological adjustment on academic adjustment and academic achievement.Fourth,through in-depth interviews with 16 students,we explored the specific difficulties and challenges faced by Iranian graduate students in academic,social and psychological context,as well as the corresponding coping strategies adopted by students facing different problems,and discussed the positive and negative effects of different strategies on students’ adjustment.Through empirical research,this paper finds that there are no differences in gender,study major and teaching language in academic adjustment of Iranian graduate students in China,and age,study length and Chinese and English proficiency level have a significant impact on students’ academic adjustment.In terms of social interaction,the results show that both life-related and academic interactions significantly predict variations in academic adjustment.The results about the country origin of the student’s circle of friends show that the nationality of the friends of Iranian graduate students in China and their preferred friends are mainly co-national students,but those with more Chinese friends show a higher level of academic adjustment.In psychological adjustment,the results show that the contrast between students’ imagination and reality in Chinese colleges and universities and the level of negative emotions and anxiety experienced by students have a significant impact on academic adjustment,but loneliness and homesickness have no significant effect on academic adjustment.In terms of academic achievement,this paper finds that gender,marital status,language of instruction,Chinese and English proficiency,academic adjustment,non-academic interactions,loneliness and homesickness level are all important predictive factors of academic achievement.Through qualitative research,it is found that language level is the most important factor affecting the academic adjustment of Iranian graduate students in China.Students’ problem-oriented coping strategies include pre-class previews,tape recorders,use of mother tongue,and finding Chinese friends,while emotional-oriented or avoidance strategies include avoiding classes or participating in classroom activities,or even avoiding doing their homework and asking for help.Finally,based on the characteristics of academic adjustment of Iranian graduate students in China and the current problems of Chinese higher education management of international students,this study puts forward information on academic adjustment and targeted countermeasures and suggestions for decision makers of relevant government departments,higher education administrators,higher education teachers and international students in China,so as to use this information to enhance the educational quality of international students,make them achieve the best academic adjustment rate and solve some problems in all aspects regarding the international students in China. |
