本研究旨在探討國際學生於台灣環境中，其社會自我效能之展現，以及其跨文化適應經驗。採混合研究的方法(mixed method)，以社會自我效能與跨文化適應經驗為兩項主要核心目標，於量化方面另加入自尊、自評中文程度、以及各種人口背景變項等，進行差異和相關的探討。至於質性部份，則聚焦於國際學生在台灣的語言文化脈絡中，人際互動、生活或求學之現狀與感受，以及其他各種跨文化適應經驗的述說，進而補充量化研究的結果。
問卷調查參與者共有190人，其中6人同時為質性訪談參與者。量化研究工具包括「中文情境下之社會自我效能量表」、「母語情境下之社會自我效能量表」、「國際學生跨文化適應壓力量表」、「無條件自我關注量表」、以及「基本資料問卷」等，且皆以原版英文問卷逕行施測；質性部份則以半結構式訪談大綱作為深度訪談工具。量化資料以t檢定、單因子變異數分析、積差相關與逐步多元迴歸分析等統計方法進行處理；所得研究結果為：(1)在台國際學生於中文情境下之社會自我效能，低於其在母語情境下之社會自我效能。(2)國際學生於中文情境下之社會自我效能依其性別、母語之不同而有差異；並與自評中文對其在台取得學位之重要性呈顯著相關。國際學生之跨文化適應壓力則依其國籍、種族、教育性質之不同而有差異。(3)自評中文程度、自尊、性別能預測在台國際學生中文情境下之社會自我效能。自尊、種族、自評中文程度、教育性質能預測在台國際學生之跨文化適應壓力；但中文情境下之社會自我效能並未能預測國際學生的跨文化適應壓力。
至於訪談方面，以內容分析法進行資料處理後發現，國際學生在台灣的語言環境中：(1)母語同為中文仍需磨合，不同背景困擾程度不一；(2)在中文/台灣情境下的社會自我效能，可能高於在母語/家鄉情境下的社會自我效能；(3)對中文能力感到自信者，展現出較高的中文/台灣情境下之社會自我效能；(4)中文能力或中文自信並非唯一影響社會自我效能或人際互動的因素；(5)以中文求學耗費精力大，各求適應之道；(6)雙語溝通的互動模式，中文使用頻率愈高者愈流利。又，在跨文化適應經驗方面，參與者們表露出：(1)對台灣生活環境或方式的接受度：習慣vs.不習慣；(2)感受台灣人的友善及親切；(3)知覺白種人/外國人在台灣的優勢或受禮遇；(4)或多或少的負向經驗；(5)感受台灣人對外國人的恐懼或拒絕；(6)特殊情況下喚起思鄉情緒；(7)在台灣社會中，局外人/外國人的知覺；(8)「關係」上之經驗：各種關係，各有體會；(9)課業負荷量大；(10)對學校單位或系所的不滿意；(11)生涯不確定或來台後轉化改變；(12)各有其生存於台灣的態度和力量。
最後，研究者綜合量化問卷與質性訪談分析結果，加以歸納、整合、討論國際學生之社會自我效能和跨文化適應經驗；並依據研究過程與結果，對心理諮商相關實務工作者、學校單位、以及未來研究方向等提出相關建議。

The purpose of this study was to explore the international students’ social self-efficacy and their cross-cultural adjustment experiences in Taiwan. This research used mixed method, and regarded social self-efficacy in addition to the cross-cultural adjustment experiences as the two core objects in this study. Based on the above, given quantitative part, the researcher added other variables including global self-esteem, self-reported Mandarin proficiency, and all sorts of demographic backgrounds to that to investigate the correlation and differences among them. The qualitative analysis focused on the international students’ linguistic-cultural context in Taiwan within which their present situations and feelings about interpersonal interactions, life, studies and other cross-cultural adjustment experiences were used to complement the outcome of quantitative study.
The quantitative participants were 190 international students around Taiwan; six of them were also the participants of the interview. Instruments used in this quantitative study were “Scale of Perceived Social Self-Efficacy-in Mandarin language setting”, “Scale of Perceived Social Self-Efficacy-in mother tongue language setting”, “Acculturative Stress Scale for International Students”, “Unconditional Self-Regard Scale”, and “Demographic Questionnaire”, all of which were administrated in the original English version. As for qualitative study, the instrument was a semi-structural protocol for the in-depth interview. Data obtained in the quantitative investigation were analyzed by t-tests, one-way ANOVA, Pearson’s correlation, and multiple regression analysis-stepwise. The main findings are: (1) the international students’ social self-efficacy in Mandarin setting was lower than that in their mother tongue language setting. (2) The international students’ social self-efficacy in Mandarin setting had significant differences by their gender and mother tongue; also, it was significantly correlated with the self-reported importance of Mandarin when pursing their degree in Taiwan. International students’ acculturative stress varies with nationalities, ethnicities, and their goal of education in Taiwan. (3) The self-reported Mandarin proficiency, self-esteem, and Gender could predict the international students’ social self-efficacy in Mandarin setting. Self-esteem, ethnicity, the self-reported Mandarin proficiency, as well as the goal of education in Taiwan, but not social self-efficacy in Mandarin setting could predict their acculturative stress.
The interview data were processed by content analysis. The results showed that the international students in Taiwan’s language environment: (1) those whose mother tongues were Mandarin also need to adjust to the culture, different background having different levels of difficulties. (2) Their social self-efficacy in Mandarin setting/Taiwan might be higher than that in mother tongue setting/home country. (3) Students who were more confident with their Mandarin proficiency expressed higher social self-efficacy in Mandarin setting/Taiwan. (4) Mandarin proficiency or confidence was not the only factor that affected the social self-efficacy or interpersonal interaction. (5) It consumes lots of energy to study in Mandarin, students having their personal ways to adjust. (6) Bilingual communication, those who speak Mandarin more frequently results in better fluency.
In addition, the participants described their cross-cultural adjustment experiences including: (1) their level of acceptance of the living environment or lifestyle in Taiwan: getting used to it or not; (2) Feeling that Taiwanese were friendly and kind; (3) Perceiving that white people or foreigners had advantages or are treated better in Taiwan; (4) More or less some negative experiences; (5) Sensing the fear and rejection that Taiwanese had towards foreigners; (6) Feelings of homesickness under special circumstances; (7) Perceiving themselves as outsiders or foreigners in Taiwanese society; (8) The experience of “relationship”: different realizations in different kinds of relationship; (9) The heavy loading of schoolwork; (10) Dissatisfaction with the university’s administrations or departments; (11) Uncertain or altered career development after coming to Taiwan; and (12) Students had their own attitudes and power to exist in Taiwan.
Finally, the researcher integrated the results of the quantitative questionnaires and the qualitative interview to discuss the international students’ social self-efficacy and their cross-cultural adjustment experiences in Taiwan. According to the research process and the outcomes, implications and suggestions for counseling psychology associated practical workers, universities, and future research are proposed.

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參、網路資料
中華民國(台灣)僑務委員會(民96年9月10日)。台灣地區各級學校在學僑生人數。民97年1月29日，取自：http://www.ocac.gov.tw/public/public.asp?selno=986&no=986&level=B
元智大學外籍生連誼社，促進文化學術交流(民95年10月2日)。元智大學電子報，第429期。民97年2月12日，取自：http://www.yzu.edu.tw/e_news/429/club.htm
成大台灣獎學金研習會登場，105位外籍生齊聚(民96年11月26日)。中央通訊社。民97年2月3日，取自：http://tw.news.yahoo.com/article/url/d/a/071126/5/ovll.html
周盈君、蕭郁琦、毛俞婷、許慧珍、賴玫臻、廖苡廷、李宜芳(民96年12月17日)。外籍生在師大專題報導。師大週報，第15號。民96年12月18日，取自：http://pr.ntnu.edu.tw/showepaper.php?no=22#si1
師大公關室(民97年1月17日)。僑外生春節祭祖餐會，校長勉用功讀書。師大週報，第20號。民97年2月5日，取自：http://pr.ntnu.edu.tw/news2.php?no=1691
師大國語教學中心(民97年1月19日)。外籍學生拼總統，精采政見好熱鬧。師大週報，第20號。民97年2月5日，取自：http://pr.ntnu.edu.tw/news2.php?no=1706
教育部高等教育司(民94年11月21日)。立足台灣、放眼世界─92至94學年度公私立大學校院辦理國際化活動之成果發表記者會。民97年2月5日，取自：http://epaper.edu.tw/news/941121/941121a.htm
教育部統計處(民96年7月27日a)。大專校院僑生人數。民97年1月29日，取自：http://www.edu.tw/EDU_WEB/EDU_MGT/STATISTICS/EDU7220001/data/94/b94.xls
教育部統計處(民96年8月3日b)。大專校院國際學生人數統計。民97年1月29日，取自：http://www.edu.tw/EDU_WEB/EDU_MGT/STATISTICS/EDU7220001/data/95/ab95.xls
教育部統計處(民96 c)。外國在華留學生人數：87~95學年度。民96年8月1日，取自：http://www.edu.tw/EDU_WEB/EDU_MGT/STATISTICS/EDU7220001/data/serial/foreign.xls?open
教育部國際文化教育事業處(民93年3月2日)。國合會與我國大學合作開設英文授課碩士課程表。民97年2月3日，取自：http://www.edu.tw/EDU_WEB/EDU_MGT/BICER/EDUIANG001/belgium/tw-study-enmaster-ch.htm
教育部僑民教育委員會(民96年4月)。華裔青年來台升學問與答手冊。民96年8月1日，取自：http://www.edu.tw/EDU_WEB/EDU_MGT/OVERSEA/EDU2007001/534.doc
清華外籍學生，國語演講妙事多(民96年12月26日)。台視新聞。民97年2月12日，取自：http://www.ttv.com.tw/096/12/0961226/09612264336206I.htm
張嘉男(民97年1月25日)。打麻將，寫春聯，外籍學生過新年。TVBS新聞。民97年2月12日，取自：http://tw.news.yahoo.com/article/url/d/a/080125/8/shie.html
賴玫臻(民96年12月21日)。小湯圓大團圓，國際學生提前吃湯圓過冬至。師大週報，第16號。民97年2月5日，取自：http://pr.ntnu.edu.tw/news2.php?no=1531
賴玫臻(民97年1月18日)。外籍生書法派對，提早過新年。師大週報，第20號。民97年2月5日，取自：http://pr.ntnu.edu.tw/news2.php?no=1703
鍾怡玲(民96年12月21日)。2007牛仔耶誕嘉年華，國語中心提前歡慶耶誕。師大週報，第16號。民97年2月5日，取自：http://pr.ntnu.edu.tw/news2.php?no=1545

肆、政府法令
台灣獎學金作業要點(民95年12月29日修正發布)。
外國學生來台就學辦法(民97年1月18日修正發布)。
外國學生獎學金作業要點(民92年5月1日公佈)。
教育部獎勵大學校院擴大招收外國學生補助計畫要點(民96年11月28日修正發布)。