一些学生发展孤独症状，最终影响他们的生活方式。由于生活在不同的国家，没有父母的支持力，国际学生经常感到焦虑和倍感压力，适应新的文化，甚至当文化距离很宽，作为逻辑和言语模式不同，特别强调修辞。 再次，经过一段时间（通常是6至12个月），人们习惯了新的文化和发展例程。在大多数情况下，人们知道什么是期望，东道国不再感到所有的新。人们再次关注基本的生活，事情变得更加“正常”。一开始培养解决问题的能力，处理文化，并开始接受文化的方式以积极的态度。文化开始有意义，对文化的负面反应和反应减少。 在掌握阶段受让人能够充分参与和舒适的主体文化。掌握并不意味着完全的转换，人们往往保留许多特点，从他们早期的文化，如口音和语言。它通常被称为二元文化阶段。
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.