Education Quarterly Reviews

This article selected 7 high schools from 5 districts of Shanghai, asked 165 participates of international students who studied in local class to fill in cross-cultural adaptation scale for international students in local high school (CCAS-ISLHS). This scale refers to cross-cultural adaptation scales and acculturation inventories of Cross-cultural Adjustment Scale (CCAS), Acculturation Attitude Scale (AAS), Sociocultural Adaptation Scale (SCAS), Acculturation Rating Scale for Mexican Americans (ARSMA), and Suinn-Lew Asian Self-Identity Acculturation Scale (SL-ASIA). CCAS-ISLHS contains 30 items as: academic adaption (item=8), campus adaptation (item=9), language preference (item=6), self-adjustment (item=7), thus forming the 4 dimensions of the whole test. Structural Equation Modeling (SEM) was conducted by using Amos 17.0 to test the relationships among variables. The specified model had certain goodness of fit ( λ 2 (4) = 114.209, p< 0.05, GFI = 0.78, RMSEA = 0.301, SRMR =0.194). The correlations of variables can be analysed through daily practice and accumulated experience in the school field. GFI SRMR The results through path analyses indicated that student identity was associated with academic adaption, campus adaptation, language preference, and self-adjustment. Student identity, academic adaption, campus adaptation, language preference, and self-adjustment were associated with cross-cultural adaptation. Language preference had a correlation with academic adaption, campus adaptation, and student identity. Student identity had a correlation with self-adjustment. The results reported here were as there were several practical experiences for analysis. First, academic adaption and campus adaptation interacted with each other; international students who had Chinese language preference got a better academic achievement, and more used to campus life. Second, international students' identities were gradually conducted by daily learning in school, campus life, and application of Chinese language. Third, international students adopted self-adjustment to achieve individual identity. In addition, international students' cross-cultural adaptation was comprehensively directly and indirectly affected by achievement in academic, daily school performance, language preference, through self-adjustment to achieve student identity.


Introduction
The constructions of an international metropolis need international talent, so the population of foreign residents has become a key index for measuring metropolis' internationalization. This can directly reflect the cities' attract of foreign enterprises, international students, and foreign experts in the international labor market. (Z. W. Wang, 2007) In 2016 175,674 foreigners in Shanghai got permanent residence, including 31,230 Japanese,21,497 Korea,23,974 American,9,453 French,7,880 Canadian,8,111 Australia,6,446 English,6,134 Singapore and so on. Among which 88,933 foreigners held a working visa, most of their spouse and child (under 18 years old) also got resident status. Those children also could receive K-12 education in Shanghai. Besides, 17,588 foreigners held a student visa, mainly were international students studying in Shanghai's higher education institutes, as well as international or local high schools. (Shanghai Statistical Yearbook, 2017) In April 2018, the Shanghai Municipal Education Commission published an information list of 36 international schools in Shanghai which can admit international students from kindergarten to high school (K-12). These 36 international schools can be sorted into 2 categories: (1) 22 Foreign schools and 7 Foreign Educational Academy Schools established by foreign institutions, international organizations or foreign-funded enterprises such like Shanghai American School, Shanghai Japanese Educational Academy and Shanghai Sundai School (Japanese Cram School). (2) International Division run by local schools, including International Division of High School Affiliated to Fudan University, and International Division of Shanghai Experimental School. (Shanghai Municipal Education Commission, 2018) In addition to international schools running independently, international students can apply for admission to the International Division of Shanghai local schools. Those international students who have Chinese language basis can also have more opportunities to participate in local classes. (X. Zhao, 2011) In 2002, 71 primary schools, secondary school, and high school had qualifications to enroll international students in Shanghai (W.L. Yan, 2005;X. Zhao, 2011). In 2004, 2000 international students studied in 150 local schools approved by the Shanghai Municipal Education Commission. (W. L. Yan, 2005;X.Zhao, 2011;X.Zhao, 2012) In 2007, the number of local schools in Minhang District which recruited international students to attend local classes increased from 9 to 14, and accepted more than 1,000 international students studied with local students. (T. Ying, 2007;X.Zhao, 2011) In 2009 Education Bureau of Changning District collected statistics that 5 primary and secondary schools in this region enrolled 768 international students, among which 718 international students participated in local classes.  Wen, 2006). On Oct 2012, 17 qualified local K-12 schools in Pudong New Area directly enrolled 2782 international students from overseas. (Education Bureau of Pudong New Area, 2012) Along with the progress of opening high-quality education resources in Shanghai widely to overseas, more international students choose to study in local classes. Cross-cultural adaptation of international students participating in local classrooms and sharing the same campus with Shanghai students has drawn researchers' attention (X. Zhao, 2011). This paper takes "acculturation," "cross-cultural adaptation," and "student" as keywords, searches databases as EBSCO-ERIC, ProQuest-PQDD, Taylor & Francis, Web of knowledge-Social Science Citation Index, select literatures from 2000 to 2017, finally finds out that the discussion of cultural adaptation in education fields most concentrated in the following eight categories: (1) Cultural Adaptation and Academic Performance of Domestic Minority Ethnic Students and Immigrant Students in Higher Education Institutions (Zheng K., 2017;Yoko B., Megumi H, 2014;Mokounkolo R.et al., 2008;Peguero A.A., 2008;Jazira A., 2005 ;Acosta O.M.et al., 2004).
Besides this study selected and combined "acculturation", "cross-cultural adaption", "student" as keywords, set published period from 2000 to 2017, searched Chinese literature databases as: CNKI, Wang Fang data, etc., and found out that most related studies focus on applied research, absorbed cultural adaptation theories overseas to review and analyze the current phenomenon in China. Mainly studies of acculturation concentrated on three subjects: international students' education, immigrant education, and minority education. Highly spotted topics involved in 5 categories: 1) Research on the adaptation of overseas Chinese ethnic groups. 2) Research on cultural adaptation in second language learning. 3) Study of acculturation in specific regions or groups, such as the new immigrants to cities. 4) Acculturation of minority groups, especially minority students' adaptation in main universities. 5) Acculturation of international students in local schools, especially in universities and colleges during the higher education stage. International students in local K-12 schools mostly happened in a metropolis such as Beijing, Shanghai, and Hong Kong. Due to the limited scope and small amount, the phenomenon of international students studying in local K-12 schools has not gotten enough attention. Add in "international student" and" foreign student" as keywords, select abovementioned database, and it turns out that no more than 40 papers focus on international student or foreign student study in local K-12 schools. No more than 20 papers have talked about an international student or foreign student' acculturation during studying in local K-12 schools. Though continuing efforts made by state education commission, regional education bureau, related schools, teachers, local Chinese students, and international student, obviously scholars and researches from universities and institutes have not paid enough attention to this common phenomenon especially in a metropolis.
Above all this study tries to describe international students' acculturation during studying in Shanghai's local high schools. In this study, cross-cultural adaptation scale for international students in local high school (CCAS-ISLHS) is designed to analyze international students' acculturation.

Participants and procedures
In qualitative investigation there are no specific or strict regulations of respondents' number, the actual operation proposes "most saturation and difference of information." When choosing the school sample, researchers should not only calculate the total size of the statistic but also notice the multiple aspects of other information, make sure to retain the biggest difference between the research objects (J. M. Zhao, 2011).
This article selects 7 schools from 5 districts of Shanghai, considers the following 7 points: (1) Take urban district, suburb region, and new area into account, consider geographic locations of different schools.
(2) At least 3 years' uninterrupted admission of international students studying in campus, schools which have a longer history of international students' enrollment is in priority. (3) Take grade, facility, and teaching characteristics into account. (4) Choose schools which accumulate rich experience in intercultural management, willing to provide a deep description of cases. (5) Select those schools preferentially which set international division and have more than 10 international students participating in local classes. (6) Pick out those schools which make great efforts to promote the participation of international students attending local classes and provide auxiliary curriculum (X. Zhao, 2011). (7) (Table 1). Those 7 participated schools have all set International Division in the same campus or in quite near neighborhood, such as just across the street. International Division takes in charge of international students' academic and daily management. International students who are studying in Grade 10, sometimes in Grade 11, holding HSK Level 4/3 or higher, can apply for participation in local class and/or campus activities.

Literature Review
Cross-cultural adaptation is a traditional topic discussed in many fields such as psychology, anthropology, sociology, and other different disciplines. Related studies involve etymological backtracking, research models, stage diagrams, influencing factors, and measurement tools for acculturation. (Cuellar L.C., Harris, R.,1980; Chataway C.J., Berry J.W.,1989;Ward C., Kennedy A.,1999) Cross-cultural adaptation models were primarily used to describe elements of the acculturative process of minorities such as immigrants, refugees, and indigenous peoples. Although numerous models of acculturation exist, for example Berry's multi-dimensional model of cross-cultural adaptation ( Cross-cultural Adjustment Scale (CCAS) was proposed in 1989, which is now one of the most popular cross culture adaption measurement and scales. This Scale designed 5 levels, involving: willing to live, adjust, previous international experience, viewpoint before going abroad, and cultural novelty (Black J.S. & Stephens G.K., 1989).
For a long time, most psychologists have used Asian Self-Identity Acculturation Scale (SL-ASIA scale) (single dimension) to study the cultural adaptation of Asian immigrants (Lim K.V., Heiby E., Brislin, R. et al.,2002), or choose revised SL-ASIA scale. (Suinn, Rickard-Figueroa. Lew & Vigil, 1987) Asian American Multidimensional Acculturation Scale (AAMAS) measures the multiple facets of acculturation (Gim Chung, Kim, & Abreu, 2004): acculturation to host culture, acculturation to Asian culture of origin, as well as acculturation to pan-ethnic Asian American culture defined as "a consistent underl3dng structure for an emergent pan-ethnic culture in the domains of cultural identity, language, cultural knowledge, and food consumption" (Gim Chung, Kim, & Abrue, 2004).

Design of Measurement
This paper refers to those cross-cultural adaptation scales and acculturation inventories and carries out a crosscultural adaptation scale for international students in local high school (CCAS-ISLHS). This scale contains 7 subscales, 50 items and applies in the Likert scale, tries to describe those international students who choose to study in local high schools and participate in Chinese students' classes. CCAS-ISLHS designs 7 subscales: (1) academic adaptation, (2) classroom adaptation, (3) campus life adaptation, (4) campus communication adaptation, (5) campus cultural identity, (6) language preference, (7) self-adjustment. (Table 4)  (3) ,CCAI (2) campus cultural identity 10 CCAS(4),AAS(1),ARSMA(1),others(4) language preference 4 ARSMA(2),others(2),SL-ASIA(1) self-adjustment 4 CCAS(1) ,others (3) Each subscale of CCAS-ISLHS focuses on different points as follows. (Table 5) 2.3 Analysis of subscales of CCAS-ISLHS 165 international students participants from 7 schools ranged in age from 16 to 19, with an overall mean age of 17.3. Female participants (n=94) outnumbered male participants (n=71). Non-ethnic Chinese students hold of foreign nationality (N=98) comprised of the largest ethnic group, Ethnic Chinese students hold of foreign nationality (N=67). Non-diploma Students (N=76) comprised of 46.06%, diploma students (N=89) comprised of 53.94%. Ask participants to fill in subscales, using 5 points-Likert scales (Likert, 1932) to describe personal cross culture adaption as: 5-strongly agree with; 4-agree with; 3-not sure; 2-not agree with; 1-strongly disagree with. Input data into SPSS 15.0, CCAS-ISLHS scale, got Cronbach's alpha=0.737, and was suitable for further analysis. Use KMO and Bartlett's test of sphericity for factor analyze, got KMO=0.703, Df=51 (Table 7), as there is a common factor between the correlation matrix, which is suitable for factor analysis. Principal component analysis is used to extract the commonness of the 50 items mentioned above. (Table 6) Click on the display of scree plot factors, from the fourth factors after the slope line is very flat, thus preserving the front 4 factors, the first common factor variance is usually the largest, which was 3.946, followed by the second factor variance 3.217, the third factor variance is 2.143, the fourth factor variance was 1.586. The characteristics of the shaft are 5.291, 4.780, 1.469, 1.231, finally get 4 common factors eigenvalue greater than 1, which were named as an academic adaption, campus adaptation, language preference, self-adjustment, thus forming the 4 dimensions of the whole test (Table 7). CCAS-ISLHS (revised) contains four dimensions for measurement of international student's acculturation. Items were answered using a 5-point scale (from 1=" strongly dislike" to 5=" completely like").

Descriptive analyses
Correlations of the variables are provided in Table 8. The cross-cultural adaptation was positively correlated with academic adaption, campus adaptation, language preference, and self-adjustment. Four factors were correlated with each other.

Main analyses Structural Equation
Modeling was conducted using Amos 17.0 to test the relationships among variables. The specified model, reported in Figure 1, had certain goodness of fit (λ2(4) = 114.209, p< 0.05, GFI = 0.78, RMSEA = 0.301, SRMR =0.194). The results through path analyses indicated that student identity was associated with academic adaption, campus adaptation, language preference, and self-adjustment. Student identity, academic adaption, campus adaptation, language preference, and self-adjustment were associated with cross-cultural adaptation. Language preference had a correlation with academic adaption, campus adaptation, and student identity. Student identity had a correlation with self-adjustment. The results reported here were obvious as there were several practical experiences for analysis. First, academic adaption and campus adaptation interacted with each other; international students who had Chinese language preference usually got a better academic achievement, and more used to campus life. Second, international students' identities were gradually conducted by daily learning in school, campus life, and application of Chinese language. Third, international students adopted self-adjustment to achieve individual identity. In addition, international students' cross-cultural adaptation was comprehensively directly and indirectly affected by achievement in academic, daily school performance, language preference, through self-adjustment to achieve student identity.

Discussion
The goal of the present study examined the associations between cross-cultural adaptation, academic adaption, campus adaptation, language preference, and self-adjustment. It has addressed two questions. First, how academic adaption and campus adaptation were related to cross-cultural adaptation. Second, did academic adaption and campus adaptation mediate the relationships between cross-cultural adaptation and language preference as well as self-adjustment? Consistent with the previous studies, the present research demonstrated that academic adaption and campus adaptation were positively related to language preference, and selfadjustment. International students pursuing faster and better acculturation of studying in local campus shared attributes such as: used to meals provided by dining hall, adapt to dormitory or homestay, communicate fluently with Chinese people and achieve better in academic. In addition, the results through path analyses indicated that cross-cultural adaptation was associated with language preference and self-adjustment through the mediation of academic adaption, campus adaptation. It means that language preference and self-adjustment may calibrate academic adaption and campus adaptation, which in turn result in individual differences in acculturation. The correlations of variables can also be analyzed through daily practice and accumulated experience in the school field. In order to improve international students' cross-cultural adaption level, all 7 participated schools require that those international students at least get HSK 3 level certificate, otherwise, international students should at first turn to international division in the same campus to search for language training. All participated schools sell western food like sandwich, hamburger, and pizza in the dining hall. 3 participated schools provide single or double room for international students in the dormitory, while most local students share a triple room or quadruple room. International students are encouraged to demonstrate national customs in school activities, as well as welcome to experience Chinese traditional holidays and food during homestay or family visit. In addition, some potential limitations of this study should be acknowledged. Most notably, it is correlational in nature, limiting our ability to draw conclusions about causal links.