A Study on the Relationship between Chinese Academic Attribution and Learning Burnout among Chinese Language Learners of International Students in China
DOI:
https://doi.org/10.54097/1a2pv860Keywords:
Chinese Learner, Academic Attribution, Academic Burnout.Abstract
This study aims to investigate the specific situation and relationship between academic attribution and learning burnout among 413 international Chinese learners in Hunan University, and to help teachers understand students' psychological activities and negative emotions, so as to use scientific methods to intervene, alleviate students' burnout, cultivate correct attribution methods, and Improve students' self-confidence in learning, improve the teaching quality and efficiency of teachers of Chinese as a foreign language, and promote the all-round development of Chinese learners. In this study, 413 international Chinese learners from Hunan University were analyzed using the SPSS27.0 valid questionnaire. Descriptive statistical analysis, correlation analysis, regression analysis and other methods were used to explore the academic attribution and learning burnout of international Chinese learners in Hunan University and the relationship between them, and to understand the differences between them in different demographic variables. The results show that: (1) Individual differences such as gender, country, Chinese language proficiency, study time, and time in China have different levels of effects on academic attribution and learning burnout of Chinese learners; (2) There was a correlation between academic attribution and learning burnout among Chinese learners. (2) Academic attribution of Chinese learners has a significant predictive effect on learning burnout, and luck attribution has the most significant positive predictive effect on learning burnout.
Downloads
References
Heider F. (1958). The psychology of interpersonal relations. New York: John Wiley.
Weiner B. (1985). An attributional theory of achievement motivation and emotion. Psychol Rev, 92(4): 548-573.
DING Jie. (2007) Investigation and analysis of the attribution tendency of Chinese language learning among international students in Capital Normal University. Capital Foreign Language Forum,13(2):698-705.]
LI Caijuan. (2020) . The impact of college students' academic attribution on their academic achievement. Dalian University of Technology.
LI Duan. (2016). Research on the Correlation between Learning Motivation, Attribution Tendency and Self-Directed Learning Ability of American Students. East China Normal University
Fu Ming. . (2019). The relationship between Chinese learning anxiety and achievement attribution. Beijing University of Foreign Chinese
Liu Dongzhi (2014). A Case Study of Attribution Training for High School Students with Learning Difficulties. Modern Primary and Secondary Education,30(03):92-95
Wang Yuanfang (2017). An experimental study on the attribution training of non-English major college students. Overseas English, 10(07): 93-95
Wang Lei. (2012). An experimental study on learning burnout, academic attribution and attribution training of high school students. Qufu Normal University
Pines A, Kafry D. (1980). Tedium in college. Paper presented at the Western Psychol ogical Association Meeting.
Malanowski J. R. &Wood P.H (1984) Burnout and self-actualization in public school teachers, Journal of Psychology.
Guo Ying, Zhou Wenjing (2008).A review of recent studies on learning burnout at home and abroad[J].Education Academic Monthly,6(10):17-20
Li Hua (2011). Social Psychological Science,4(03):83-90
Li Bingrong, Peng Xiaohong, Feng Yanzi. . (2016).A review of domestic research on learning burnout——Statistics and analysis based on 29 CSSCI journals in 10 years (2005-2014)[J].Journal of Philology,10(05):1023-1505
Xu Yun, Li Jiao, Zhang Ting (2010).Research on the structure of college students' learning burnout[J].Chinese Journal of Health Psychology, 10(05):120-130
Yang Huizi (2012). Analysis and countermeasures of Chinese learning burnout among preparatory students. Kashgar Normal University
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Education and Humanities
This work is licensed under a Creative Commons Attribution 4.0 International License.