중국인 유학생의 사회적 지원인식이 학업적 자기효능감과 학습몰입 및 학교생활만족에 미치는 영향
The Influence of Perceived Social Support on Academic Self-Efficacy, Learning Flow and School Life Satisfaction among Chinese International Students
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This study examines the effects of perceived social support on academic self-efficacy and learning flow among Chinese university students studying in South Korea. It further explores the influence of academic self-efficacy on both learning flow and school life satisfaction. A total of 312 responses were analyzed to verify the reliability and validity of the research model, and hypotheses were tested using structural equation modeling (SEM). The results show that perceived social support positively affects both academic self-efficacy and learning flow. Furthermore, academic self-efficacy has a positive impact on school life satisfaction, and learning flow also significantly contributes to school life satisfaction. These findings suggest that continuous social support from friends, peers, and surrounding individuals plays a critical role in enhancing academic self-efficacy, promoting learning flow, and improving the overall school life satisfaction of Chinese international students in Korea. Beyond theoretical implications, the results also provide practical insights for regional universities, emphasizing the importance of policies and tailored support programs to improve the educational experience of Chinese international students and strengthen the sustainability of local institutions.
Abstract
This study examines the effects of perceived social support on academic self-efficacy and learning flow among Chinese university students studying in South Korea. It further explores the influence of academic self-efficacy on both learning flow and school life satisfaction. A total of 312 responses were analyzed to verify the reliability and validity of the research model, and hypotheses were tested using structural equation modeling (SEM). The results show that perceived social support positively affects both academic self-efficacy and learning flow. Furthermore, academic self-efficacy has a positive impact on school life satisfaction, and learning flow also significantly contributes to school life satisfaction. These findings suggest that continuous social support from friends, peers, and surrounding individuals plays a critical role in enhancing academic self-efficacy, promoting learning flow, and improving the overall school life satisfaction of Chinese international students in Korea. Beyond theoretical implications, the results also provide practical insights for regional universities, emphasizing the importance of policies and tailored support programs to improve the educational experience of Chinese international students and strengthen the sustainability of local institutions.