| Despite the growing research on international students' cross-cultural adaptation, little is known regarding their migration motivation and goal-pursuit while sojourning abroad. The purpose of the present research was to consider the motivational significance of possible selves and self-regulatory processes in relation to their academic, linguistic, psychological, and socio-cultural adjustment in Canada. The present research is comprised of two studies. Study 1 explored international students' possible selves by general content and by balanced vs. matched configurations, and examined the potential relations between possible selves and aspects of cultural adjustment. Results showed that international students were most likely to envision possible selves in the career, education, intrapersonal, and interpersonal domains, and reported more balanced pair of possible selves than matched pair of possible selves. Certain domains of possible selves were found to be associated with international students' psychological and socio-cultural adjustment, and life satisfaction in Canada.;Study 2 reported a path analysis of cross-cultural adaptation model which integrated balanced possible selves and self-regulatory dimensions with acculturation variables. Results of the path analysis indicated that international students (1) with balanced possible selves had lower depression, partially because they had better academic adaptation and satisfaction, (2) had higher linguistic self-confidence, lower socio-cultural difficulty and higher life satisfaction in Canada, which were mediated by both frequency and satisfaction with the quality of contact with host-nationals, and (3) had low English anxiety and better academic adaptation and satisfaction, which were predicted by academic preparation. Results also revealed that the behavioral engagement combined with motivational intensity, did not predict any adjustment outcomes. These results demonstrate international students' possible selves reflect not only their immediate cross-cultural sojourning experiences but normative developmental tasks during adulthood. Envisioning balanced possible selves with high salience I and expectancy helped international students focus on desirable and achievable goals and facilitated better academic adaptation and satisfaction leading to better psychological adjustment. Contact with host-nationals not only led to better linguistic self-confidence in host culture language but fewer socio-cultural difficulties and greater sojourn satisfaction. Implications and limitations of studies as well as suggestions for future research are also addressed. |
