Against the backdrop of increasing cross-cultural mobility opportunities, overseas study experiences among adolescents have become increasingly common. However, the mechanisms by which such experiences shape their learning emotions and attitudes remain poorly understood. This study, grounded in social learning theory, surveyed 30 participants with overseas study tour experience. Employing a qualitative research methodology combining face-to-face interviews, online one-on-one interviews, open-ended questionnaires, and proxy-completed questionnaires, it systematically collected participants’ personal information, study tour characteristics, and interview implementation details. The research focused on investigating the long-term impact of study tours on learning emotions and attitudes, the social learning processes (observation, imitation, internalization) in cross-cultural study tours, and the role of self-efficacy and self-differentiation development in shaping learning emotions and attitudes. Results indicate that participants’ study tour commencement ages ranged from 8 to 21 years old, with experiences spanning multiple countries and regions including the United States, Australia, and South Korea. This study aims to uncover the underlying mechanisms through which studying abroad influences adolescents’ learning emotions and attitudes. It provides empirical support for applying social learning theory to adolescent cross-cultural development while offering practical guidance for parents and educators seeking to enhance youth learning through global mobility.
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