Psychological Adaptation Of International Students In Online Learning During The COVID-19 Epidemic

During the COVID-19 epidemic period,in order to control the spread of the epidemic,the primary school and University in China responded to the "stop classes but keep learning" of the Ministry of education,and carried out online teaching.With the improvement of China epidemic situation and the recovery of teaching activities,many international students failed to study in their destination countries under the severe global epidemic situation,and Chinese universities still implement remote online teaching.Although the development of Internet and application software provides help for international students to study in different places,online learning have many problems.At the same time,learning adaptation and online teaching adaptation bring greater pressure to international students,which has an impact on their academic achievement and mental health.Based on the literature review and interview,this paper uses questionnaire survey method,based on stress-coping theory,along the research path of "stressors—stress coping strategies—psychological adaptation outcomes",focuses on the online learning stressors,coping strategies and learning psychological adaptation of international students,explores the influence of demographic factors on online academic stressors and coping strategies,and analyzes the differences This paper analyzes the influence of online learning academic stressors and stress coping strategies on online learning psychological adaptation,so as to put forward suggestions for international students’ online learning stress relief and psychological adaptation.In addition,this paper revises acculturation stress-coping model to online adaptation stress-coping model.The study found that during the epidemic period,international students have different perceptions of online academic stressors,especially in learning tasks,learning environment and interpersonal relationship;liberal arts majors,higher learning level and higher grade students have higher perception of academic stress;from different countries and regions,African students have the largest perception of stressors in learning state The students from Southeast Asia,South Korea and Mongolia have higher pressure perception in learning tasks and interpersonal relationships.International students are more likely to choose face-to-face coping strategies when facing online academic pressure;the perception of academic pressure and Chinese proficiency affect the choice of coping strategies.The overall situation of international students’ psychological adaptation to online learning is general,among which the freshmen(freshmen and postgraduate)have poor adaptation;academic task stressors have a negative impact on international students’ psychological adaptation to online learning,and the coping means of solving problems and seeking social support have a positive impact on international students’ online learning adaptation.Based on the research findings,we developed the cross-cultural adaptation stress response model and constructs the online cross-cultural adaptation stress response model.In addition,the paper puts forward suggestions to help students to relieve the stress of online learning and promote psychological adaptation.