The Mediated Role of Self Efficacy between the Factors Affecting the Academic Adaptation of International Students at Jiangsu Regional Universities

Abstract

This study examines the determinants affecting academic adaptation among international students at universities in the Jiangsu region. It specifically emphasizes the roles of social support, curriculum design, teaching quality, learning motivation, cross-cultural adaptation skills, self-efficacy, and the acceptance of AI-generated content (AIGC). Drawing upon an extensive literature review and empirical research, a theoretical framework has been established that designates self-efficacy as a mediating variable and the adoption of Artificial Intelligence Generated Content (AIGC) as a moderating variable within the context of the academic adaptation process. To evaluate this framework, a pilot study was undertaken involving participants from diverse contexts to enhance a questionnaire designed to assess fundamental constructs, including social support, self-efficacy, and acceptance of AIGC. Revisions were implemented to enhance the reliability and validity of the measurement instruments. The findings seek to offer valuable insights for improving academic adaptation and support for international students, thereby promoting a more inclusive educational environment within universities in Jiangsu. This study enhances the existing body of literature by offering empirical evidence regarding the impact of social support, curricular design, and teaching quality on the improvement of students' self-efficacy. The application of comprehensive reliability and validity criteria guarantees the precision and trustworthiness of the findings, thereby augmenting the study's credibility. This study elucidates the interaction among various environmental and human factors and their influence on self-efficacy. The report delineates critical areas necessitating intervention and proffers pragmatic recommendations for educational institutions aimed at augmenting student performance. This study emphasizes the imperative for continuous assessment and adaptation of support services to meet the changing requirements of students, thereby contributing to the ongoing dialogue regarding best practices in education.