A Study on the Relationship between Chinese Academic Attribution and Learning Burnout among Chinese Language Learners of International Students in China

Xuemei Hou; Kou Heung; Dong Wang; Xiaojing Li; Tan Lu

doi:10.54097/1a2pv860

Authors

Xuemei Hou
Kou Heung
Dong Wang
Xiaojing Li
Tan Lu

DOI:

https://doi.org/10.54097/1a2pv860

Keywords:

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.

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