International students' intercultural sensitivity and academic adaptation in Chinese universities: The mediating role of general health

The quest to flourish academically and acquire skills needed for job opportunities has brought people from different cultures and countries to closely interact. Using Vygotsky's sociocultural theory, this study examines the relationship between international students' intercultural sensitivity and academic adaptation and the mediating role of general health. A one-way analysis of variance and structural equation model were conducted to assess the differences and relationships between the constructs, utilizing 338 respondents. The findings showed that male, doctoral, and English-taught students reported significantly higher academic adaptation. Students who have no or less COVID-19 related issues reported higher general health. Further, the regression results revealed that intercultural sensitivity is related to academic adaptation, and general health partially mediated the intercultural sensitivity and academic adaptation relationship. These findings demonstrate that intercultural sensitivity nurtures students' self-esteem and mental toughness, which allow them to reap good health outcomes that impact academic adaptation. The practical implications and limitations of the study have been discussed. Examined the conceptual model linking intercultural sensitivity, general health, and academic adaptation among international students in China. Intercultural sensitivity predicted academic adaptation. General health mediated the relationship between intercultural sensitivity and academic adaptation.