According to the growing number of international students chose to stay and work in Taiwan, it is necessary to understand the factors that will potentially impact interna-tional students’ adaptation in Taiwan. Based on the self-regulation theory, the current research examined the motivational resource of future work self and the mediating effect of the school intervention in the prediction of international students’ three dimensions cross-cultural adjustment. A survey study was conducted among three universities in Taiwan (N = 354). It was hypothesized that greater clarity of future work self would predict better general, interaction and academic adjustment. And the school intervention would have mediating effect in predicting the relationships among future work self and general, interaction and academic adjustment. Results indicated that future work self predicted academic adjustment and the school intervention had a mediating effect. However, general adjustment and interaction adjustment were not been confirmed to be influenced by the future work self. The mediating effect of these relationships in the prediction of future work self and general, interaction adjustment had not been con-firmed yet. In sum, results suggest that future work self and school intervention play an influential role in students’ academic adjustment.

According to the growing number of international students chose to stay and work in Taiwan, it is necessary to understand the factors that will potentially impact interna-tional students’ adaptation in Taiwan. Based on the self-regulation theory, the current research examined the motivational resource of future work self and the mediating effect of the school intervention in the prediction of international students’ three dimensions cross-cultural adjustment. A survey study was conducted among three universities in Taiwan (N = 354). It was hypothesized that greater clarity of future work self would predict better general, interaction and academic adjustment. And the school intervention would have mediating effect in predicting the relationships among future work self and general, interaction and academic adjustment. Results indicated that future work self predicted academic adjustment and the school intervention had a mediating effect. However, general adjustment and interaction adjustment were not been confirmed to be influenced by the future work self. The mediating effect of these relationships in the prediction of future work self and general, interaction adjustment had not been con-firmed yet. In sum, results suggest that future work self and school intervention play an influential role in students’ academic adjustment.

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