아시아 유학생의 한국 적응 전환 경험: 근거이론적 접근
Adaptation Experiences of Asian International Students in Korea : A Grounded Theory Approach
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Purpose: This study aimed to explore the situational transition experiences of international students adapting to Korean society, using the Meleis Transitions Theory as a conceptual framework. Methods: A qualitative research design based on the grounded theory methodology was employed. In-depth interviews were conducted with 10 international students enrolled at universities in Korea. The data were analyzed using Strauss and Corbin’s coding procedureswhich include open, axial, and selective coding. Results: The analysis revealed that international students experienced multiple transition challenges stemming from language, cultural, and institutional barriers. These challenges led to a core phenomenon of identity reconstruction and the pursuit of social belonging. Participants adopted various coping strategies and utilized per sonal and social resources to navigate adaptation. As a result, many students reported enhanced autonomy, self-efficacy, and the development of a bicultural identity. Conclusion: The analysis revealed that international students experienced multiple transition challenges stemming from language, cultural, and institutional barriers.
Abstract
Purpose: This study aimed to explore the situational transition experiences of international students adapting to Korean society, using the Meleis Transitions Theory as a conceptual framework. Methods: A qualitative research design based on the grounded theory methodology was employed. In-depth interviews were conducted with 10 international students enrolled at universities in Korea. The data were analyzed using Strauss and Corbin’s coding procedureswhich include open, axial, and selective coding. Results: The analysis revealed that international students experienced multiple transition challenges stemming from language, cultural, and institutional barriers. These challenges led to a core phenomenon of identity reconstruction and the pursuit of social belonging. Participants adopted various coping strategies and utilized per sonal and social resources to navigate adaptation. As a result, many students reported enhanced autonomy, self-efficacy, and the development of a bicultural identity. Conclusion: The analysis revealed that international students experienced multiple transition challenges stemming from language, cultural, and institutional barriers.