Reflective Thinking Among International Students in Chinese Universities

Reflective thinking (RT) is increasingly recognized as a vital competency in global education yet its development and assessment in multilingual intercultural contexts remain underexplored. This study examines how international students in Chinese universities engage in RT both as a measurable cognitive construct and a lived adaptive process shaped by emotional and cultural transitions. A sequential mixed-methods approach was employed to integrate psychometric validation with experiential insight. Survey data from 482 international students were analyzed using exploratory and confirmatory factor analysis confirming a robust four-factor model of the Reflective Thinking Scale (RTS): Habitual Action Understanding Reflection and Critical Reflection. The RTS demonstrated strong internal consistency (α = .77) and high test-retest reliability (r = .83). Significant differences across gender and academic level suggest demographic influences on reflective capacity. Qualitative data from reflective journals and semi-structured interviews revealed four key themes: navigating academic and cultural dissonance evolving reflective practices emotional resilience and identity negotiation in intercultural settings.