Previous studies have consistently shown emotion regulation to be an important predictor of intercultural adjustment. Emotional intelligence theory suggests that before people can regulate emotions they need to recognize them; thus emotion recognition ability should also predict intercultural adjustment. The present study tested this hypothesis in international students at three times during the school year. Recognition of anger and emotion regulation predicted positive adjustment; recognition of contempt, fear and sadness predicted negative adjustment. Emotion regulation did not mediate the relationship between emotion recognition and adjustment, and recognition and regulation jointly predicted adjustment. These results suggest recognition of specific emotions may have special functions in intercultural adjustment, and that emotion recognition and emotion regulation play independent roles in adjustment.
In 2003–2004, 4.3% of the students in higher education institutions in the US were international students (Institute of International Education, 2004). International students usually experienced more problems than average American students (Kaczmarek, Matlock, Merta, Ames, & Ross, 1994; Pedersen, 1991), such as unfamiliar culture and school systems, language difficulties, communication problems, financial worries, discrimination, trouble making American friends, uncertainty and change in socio-economic status (Chataway & Berry, 1989; Lewthwaite, 1996; Oropeza, Fitzgibbon, & Baron, 1991; Sam, 2001; Stafford, Marion, & Salter, 1980; Surdam & Collins, 1984). Experiencing such problems can lead to poor academic performance or premature return to one's own country (Matsumoto & LeRoux, 2003; Mori 2000). These problems could be a result of international students having to face the challenges of adjusting to a new culture and simultaneously dealing with the academic stress of being a student all while being far away from their family and friends. Therefore it is important to identify the factors that are associated with the positive intercultural adjustment of international students. The purpose of the present study was to examine whether emotion recognition ability was such a factor. Below we define intercultural adjustment and review the factors that influence it, with a focus on emotion regulation. We use the concept of emotional intelligence to highlight the potential importance of emotion recognition, suggesting that it is primary to emotion regulation in predicting adjustment.
