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Towards an ecological understanding of Chinese international students’ intercultural interactions in multicultural contexts: Friendships, inhibiting factors and effects on global competence. / Meng, Qian; Li, Jingfu ; Zhu, Chang.

In: Current Psychology, Vol. 2019, No. 1, 05.2019, p. 1-14.

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@article{91516f9987f341bdb68d658776d8a901,
title = "Towards an ecological understanding of Chinese international students’ intercultural interactions in multicultural contexts: Friendships, inhibiting factors and effects on global competence",
abstract = "Guided by multi-layered ecological model, this study examined Chinese international students’ intercultural interactions with two distinctive groups of cultural “others”: multi-national students and domestic students. Based on data collected from semi-structured interviews with Chinese students at three Belgian universities, the research unraveled some essence of this cohort’s intercultural interactions: their perceptions of cultural environment around them, friendships developed with the two distinctive groups and multi-dimensional inhibitors for intercultural interactions. Chinese students also perceived the development of global competence, but mainly through contact with multi-national students. The compatriot network and online social software play an important role in local cultural learning, compensating the lack of host contact.",
keywords = "Chinese international student, Global competence, Inhibiting factor, Intercultural friendship, Intercultural interaction",
author = "Qian Meng and Jingfu Li and Chang Zhu",
year = "2019",
month = "5",
doi = "10.1007/s12144-019-00280-3",
language = "English",
volume = "2019",
pages = "1--14",
journal = "Current Psychology",
issn = "1046-1310",
publisher = "Springer",
number = "1",

}

RIS

TY - JOUR

T1 - Towards an ecological understanding of Chinese international students’ intercultural interactions in multicultural contexts: Friendships, inhibiting factors and effects on global competence

AU - Meng, Qian

AU - Li, Jingfu

AU - Zhu, Chang

PY - 2019/5

Y1 - 2019/5

N2 - Guided by multi-layered ecological model, this study examined Chinese international students’ intercultural interactions with two distinctive groups of cultural “others”: multi-national students and domestic students. Based on data collected from semi-structured interviews with Chinese students at three Belgian universities, the research unraveled some essence of this cohort’s intercultural interactions: their perceptions of cultural environment around them, friendships developed with the two distinctive groups and multi-dimensional inhibitors for intercultural interactions. Chinese students also perceived the development of global competence, but mainly through contact with multi-national students. The compatriot network and online social software play an important role in local cultural learning, compensating the lack of host contact.

AB - Guided by multi-layered ecological model, this study examined Chinese international students’ intercultural interactions with two distinctive groups of cultural “others”: multi-national students and domestic students. Based on data collected from semi-structured interviews with Chinese students at three Belgian universities, the research unraveled some essence of this cohort’s intercultural interactions: their perceptions of cultural environment around them, friendships developed with the two distinctive groups and multi-dimensional inhibitors for intercultural interactions. Chinese students also perceived the development of global competence, but mainly through contact with multi-national students. The compatriot network and online social software play an important role in local cultural learning, compensating the lack of host contact.

KW - Chinese international student

KW - Global competence

KW - Inhibiting factor

KW - Intercultural friendship

KW - Intercultural interaction

UR - http://www.scopus.com/inward/record.url?scp=85065492482&partnerID=8YFLogxK

U2 - 10.1007/s12144-019-00280-3

DO - 10.1007/s12144-019-00280-3

M3 - Article

VL - 2019

SP - 1

EP - 14

JO - Current Psychology

JF - Current Psychology

SN - 1046-1310

IS - 1

ER -

ID: 45696741