Life satisfaction is a key aspect of psychological well-being for international students undergoing acculturation. A substantial number of European students study in China, making this group an important focus for research on life satisfaction in the context of acculturation. While previous research has largely been theoretical, this study addresses this gap through empirical investigation. The research question focuses on understanding European students' perceptions of life satisfaction while acculturating to China and identifying the factors affecting their satisfaction. The study's importance lies in its contribution to a deeper understanding of the acculturation process and its impact on well-being for this significant demographic of international students in China. Existing literature, while touching upon life satisfaction among international students in various contexts, often lacks specific focus on European students in China and a comprehensive exploration of various contributing factors such as social activity, social support, academic performance, language proficiency, consumption patterns, dietary experiences, transportation accessibility, and safety perceptions. This study aims to fill this gap by using qualitative methods to explore the lived experiences and perceptions of European students, thereby enriching the knowledge base in international education.

The study defines acculturation as the psychological and cultural changes resulting from contact between individuals of different cultural backgrounds. Life satisfaction, a key indicator of subjective well-being, is not universally defined but depends on individual self-evaluation. Previous research on life satisfaction has used surveys or single questions to assess it. Existing studies on international students' life satisfaction and acculturation highlight the influence of factors such as social support, academic performance, lifestyle, language ability, and physical health. Qualitative research on international students in China has examined factors including teaching quality, campus experience, discrimination, and employment guidance. While some studies included European students, they often formed a smaller part of larger samples and did not comprehensively cover factors like social activity, consumption, and safety. This study aims to provide more comprehensive insights by specifically focusing on European students and exploring these overlooked aspects.

This qualitative study used purposive sampling to recruit 27 European students studying in China in 2021 across four cities (Beijing, Shanghai, Hangzhou, and Wuhan). The sample consisted of 16 males and 11 females, aged 22-27, representing eight European countries. Participants were studying various degrees (Bachelor's, Master's, Ph.D.) and majors. Three rounds of semi-structured interviews were conducted over ten months, using English. Face-to-face or online interviews (via WeChat or Zoom) were used, with an average interview length of 40-50 minutes for the first round and 30 minutes for subsequent rounds. The interviews explored initial acculturation experiences, overall life satisfaction, changes in life satisfaction, acculturation difficulties, and future plans. Data analysis involved sentiment analysis using NVivo 12 software to identify sentiment nodes (very positive, moderately positive, moderately negative, very negative) in the transcripts, followed by a grounded theory approach to coding. This involved open coding to identify concepts, axial coding to establish linkages between codes, and selective coding to determine the core category. The data analysis was guided by principles of grounded theory.

Sentiment analysis revealed that European students generally reported positive life satisfaction while acculturating in China. “Moderately positive” sentiments constituted 40% of the total references, followed by “very positive” at 23%. Negative sentiments accounted for 37% (moderately negative: 21%, very negative: 16%). This generally positive perception contrasts with some previous quantitative research showing lower emotional states among international students in China, primarily from East Asia and Africa. The coding analysis identified four parent nodes influencing life satisfaction: 1. **Social activity and perceived school-related social support:** This included social interaction, good relationships, university support, and participation in cultural/physical activities. However, "experiencing particular treatment," such as being asked for photos due to racial differences, negatively impacted satisfaction. University support, particularly during the COVID-19 pandemic (e.g., receiving supplies, regular check-ins), was highly valued. 2. **Academic performance and language proficiency:** Achieving goals, good grades, and improving Chinese language proficiency positively affected satisfaction. Conversely, academic pressure, particularly among Master's and Ph.D. students, and the shift to online learning during COVID-19 negatively influenced satisfaction. 3. **Diet and consumption:** Convenient mobile payment systems (Alipay, WeChat Pay) were highly appreciated. Students' experiences with Chinese food were mixed, with some enjoying the variety and others feeling unaccustomed to certain flavors. 4. **Transportation and safety:** The feeling of safety, particularly in populous areas, and convenient, affordable public transportation contributed to life satisfaction. However, challenges with transportation during COVID-19, such as identification issues with ride-hailing apps, were noted.

The findings indicate that European students generally experience relatively high life satisfaction while acculturating to China. The predominantly positive sentiment suggests successful adaptation and integration. The identified factors highlight the importance of both social and academic aspects of the acculturation process. Social support from universities and the ability to engage in social activities are crucial. Furthermore, academic success and improvements in language proficiency positively correlate with life satisfaction. The study also underscores the impact of practical aspects, such as access to convenient transportation, mobile payment systems, and the overall experience of safety and security. The mixed experiences with Chinese food highlight the complex interplay between cultural integration and personal preferences. The study’s findings offer valuable insights into the unique experiences of European students in China, extending beyond existing research primarily focused on other international student populations. The identification of both positive and negative factors affecting life satisfaction provides practical guidance for universities seeking to improve the support and integration of international students.

This study demonstrates generally high life satisfaction among European students acculturating to China, driven by social support, academic success, language proficiency, convenient services, and a sense of safety. However, challenges remain, particularly concerning specific treatment due to racial differences, academic pressure, and occasional difficulties with accommodation. Future research could explore these factors more deeply using longitudinal studies to track experiences over time and incorporating psychological factors to understand the links to life satisfaction more comprehensively. Universities should prioritize providing better accommodation support, alleviating academic pressure, and promoting intercultural interaction to improve the overall experience and satisfaction of European students.

This study's reliance on self-reported data and the relatively small sample size may limit the generalizability of the findings. The qualitative nature of the data limits the ability to make strong quantitative statements about the relative importance of the identified factors. The focus on European students may not reflect the experiences of international students from other cultural backgrounds. Future research could use quantitative methods to validate and quantify the relationships between the identified factors and life satisfaction. A larger, more diverse sample would also improve the generalizability of the results.