Culture Shock Descriptions by Chinese Students Studying in Russia: Qualitative and Quantitative Analysis

Introduction. The growing number of students seeking education overseas influences economies, and the exploration of sociocultural adaptation among international students, with culture shock as an inherent element, is gaining prominence due to nations efforts to improve their competitiveness in attracting international learners. Nevertheless, the issues contributing to culture shock in non-Anglophone countries, including the experience of culture shock among Asian students, have not been adequately addressed in scholarly research. This study aims to examine culture shock experienced by Chinese students studying in Russia. Materials and Methods. Quantitative and qualitative analysis of descriptions of culture shock made by 82 Chinese students at a Russian university. The results were processed using the R program, applying the chi-square test and Cramer’s V test to observe the independence of variables and their interrelationships. The binomial test, z-test, and analysis of variance (ANOVA) were also used to test statistical significance within and between groups. Results. The culture shock intensity level varies depending on the time spent by a student in another culture. Descriptions by students who experienced the intense culture shock are distinguished by the simplicity and specificity of their problem statement. Descriptions of situations that caused low culture shock are formal, reflecting common opinions, stereotypes, and uncertainty in sociocultural adaptation. Discussion and Conclusion. The study expands and substantiates the conception of culture shock as an integral part of sociocultural adaptation. Although the study refers to Chinese students, the results can be considered when studying the sociocultural adaptation of students of different nationalities.