ArticleFrontiers in psychology2026
When motivation is not enough: the moderating role of social support in cross-cultural adaptability among Chinese students learning Arabic.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Against the backdrop of the Belt and Road Initiative, the demand for professionals proficient in Arabic and capable of cross-cultural communication has surged, yet the mechanism of how learners navigate the significant cultural distance remains underexplored. This study aims to investigate the relationship between learning motivation and cross-cultural adaptability among Chinese Arabic language learners, specifically examining the moderating role of social support. Methods: Adopting a quantitative survey design, data were collected from 315 undergraduate Arabic majors. The study employed Confirmatory Factor Analysis (CFA), hierarchical multiple regression, and Instrumental Variable Two-Stage Least Squares (IV-2SLS) analysis to test the hypotheses. Results: Findings indicate that both learning motivation (B = 0.319, Discussion: Theoretically, this study extends the existing literature by identifying the boundary conditions under which motivation predicts adaptability, suggesting that internal drive and external support function together to facilitate adaptation. Practically, the findings indicate that higher education institutions should provide multi-dimensional support systems to assist students in translating their motivation into effective cross-cultural competence.
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