This paper begins with a general description of the problems of social network construction experienced by Chinese international students in their host countries. Then, based on cultural adaptation theory, the paper summarises two main causes of social network construction problems for Chinese international students: lack of social support and ineffective social participation. The lack of social support is mainly characterised by reliance on primitive family support, resistance to seeking social support, and difficulties building friendship networks. It is then concluded that Chinese international students’ social participation is ineffective by analysing their performance in three areas: language barriers, ineffective use of social media, and lack of participation in leisure activities. In response to these problems, this paper proposes countermeasures such as establishing communities of practice and encouraging participation in leisure activities, aiming to provide an effective solution path for the social network construction of Chinese international students.
Wu X, Zheng J, 2021, “Flexible Citizenship” in Chinese International Secondary School Students’ Transnational Social Networks: Opportunities or Constraints? Educational Review (Birmingham), 73(6): 714–732.
Luo J, Jamieson-Drake D, 2013, Examining the Educational Benefits of Interacting With International Students. Journal of International Students, 3(2): 85–101.
Shu F, Ahmed S, Pickett M, Ayman R, McAbee S, 2020, Social Support Perceptions, Network Characteristics, and International Student Adjustment. International Journal of Intercultural Relations, 74(6): 136–148.
Ye J, 2006, An Examination of Acculturative Stress, Interpersonal Social Support, and Use of Online Ethnic Social Groups Among Chinese International Students. The Howard Journal of Communications, 17(1): 1–20.
Poyrazli S, Devonish O, 2020, Cultural Value Orientation, Social Networking Site Use, and Homesickness in International Students. International Social Science Review, 96(3): 1–22.
Choi S, Nieminen T, 2013, Factors Influencing the Higher Education of International Students From Confucian East Asia. Higher Education Research and Development, 32(2): 161–173.
Page A, 2019, Ethnic Enclaves Transcending Space: Chinese International Students’ Social Networks in a European University Town. Asian Ethnicity, 20(4): 418–435.
Forbush E, Foucault-Welles B, 2016, Social Media Use and Adaptation Among Chinese Students Beginning to Study in the United States. International Journal of Intercultural Relations, 50(3): 1–12.
Sümer S, Poyrazli S, Grahame K, 2008, Predictors of Depression and Anxiety Among International Students. Journal of Counseling and Development, 86(4): 429–437.
Li X, 2020, Are All “Friends” Beneficial? The Use of Facebook and WeChat and the Social Capital of College Students in Macau. SAGE Open, 10(4): 1–9.
Johnston K, Tanner M, Lalla N, Kawalski D, 2013, Social Capital: The Benefit of Facebook ‘Friends’. Behaviour & Information Technology, 32(1): 24–36.
Li M, Stodolska M, 2006, Transnationalism, Leisure, and Chinese Graduate Students in the United States. Leisure Sciences, 28(1): 39–55.
Walker G, Halpenny E, Deng J, 2011, Leisure Satisfaction and Acculturative Stress: The Case of Chinese-Canadian Immigrants. Journal of Leisure Research, 43(2): 226–24
Spencer-Rodgers J, 2001, Consensual and Individual Stereotypic Beliefs About International Students Among American Host Nationals. International Journal of Intercultural Relations, 25(6): 639–657.
Ke Y ,So D, 2024, Social Network Analysis of Asian International Student Mobility Before and After the COVID-19 Pandemic: Centered on South Korea. Association of Global Studies Education, 2024,16(2): 59–96.