ABSTRACT

Objective: This study aimed to examine the effects of an occupational role-based time-use intervention program, based on meaningful role activities, on role performance, college adaptation, self-efficacy, and depression among Chinese international students. Methods: Twenty-nine Chinese international students enrolled at a university in Gangwon Province participated in a four-week intervention. Participants selected meaningful activities with low performance within prioritized roles and implemented weekly time-use plans, self-monitoring checklists, individual feedback, and encouragement calls. Pre- and post-intervention assessments were conducted using the Role Performance Measure (RPM), Student Adaptation to College Questionnaire (SACQ), General Self-Efficacy Scale (GSES), and Beck Depression Inventory (BDI). Results: Statistically significant positive changes were observed in all outcome variables, including role performance (RPM), college adaptation (SACQ), self-efficacy (GSES), and depression (BDI) (p < 0.05). Improvements were confirmed in role performance and time management abilities, as well as in emotional stability and overall adaptation to college life. Conclusion: The occupational role-based time-use intervention is an effective and practical strategy for improving role performance and college adaptation among Chinese international students. These results highlight the need for culturally tailored intervention programs that reflect diverse backgrounds.