一些學生發展孤獨癥狀，最終影響他們的生活方式。由于生活在不同的國家，沒有父母的支持力，國際學生經常感到焦慮和倍感壓力，適應新的文化，甚至當文化距離很寬，作為邏輯和言語模式不同，特別強調修辭。 再次，經過一段時間（通常是6至12個月），人們習慣了新的文化和發展例程。在大多數情況下，人們知道什么是期望，東道國不再感到所有的新。人們再次關注基本的生活，事情變得更加“正常”。一開始培養解決問題的能力，處理文化，并開始接受文化的方式以積極的態度。文化開始有意義，對文化的負面反應和反應減少。 在掌握階段受讓人能夠充分參與和舒適的主體文化。掌握并不意味著完全的轉換，人們往往保留許多特點，從他們早期的文化，如口音和語言。它通常被稱為二元文化階段。
Some students develop additional symptoms of loneliness that ultimately affect their lifestyles as a whole. Due to the strain of living in a different country without parental support, international students often feel anxious and feel more pressure while adjusting to new cultures—even more so when the cultural distances are wide, as patterns of logic and speech are different and a special emphasis is put on rhetoric.
Again, after some time (usually 6 to 12 months), one grows accustomed to the new culture and develops routines. One knows what to expect in most situations and the host country no longer feels all that new. One becomes concerned with basic living again, and things become more "normal". One starts to develop problem-solving skills for dealing with the culture and begins to accept the culture's ways with a positive attitude. The culture begins to make sense, and negative reactions and responses to the culture are reduced.
In the mastery stage assignees are able to participate fully and comfortably in the host culture. Mastery does not mean total conversion; people often keep many traits from their earlier culture, such as accents and languages. It is often referred to as the biculturalism stage.