임파워먼트가 무용 전공 중국 유학생의 생활만족에 미치는 영향 및 학교지원 매개 효과

Abstract

The purpose of this study was to examine the effects of empowerment on life satisfaction among Chinese students majoring in dance in Korea and to verify the mediating role of school support in this relationship. With the growing inter nationalization of Korean higher education, the number of Chinese students has continued to increase. In particular, dance majors, who engage in physically and emotionally demanding artistic training, often face challenges in adapting to new learning environments and cultural contexts. Considering these characteristics, this study empirically analyzed how empowerment and school support influenc the academic and daily satisfaction of Chinese dance majors studying in Korea. The participants were 220 Chinese students majoring in dance at universities lo cated in Seoul and Gyeonggi Province, and data were collected through an online questionnaire. The collected data were analyzed using SPSS 18.0 through the ex ploratory factor analysis, reliability testing, multiple regression, and mediation regression analysis. The results showed that among the sub-factors of empower ment, meaning, self-determination, and competence had positive effects on learn ing satisfaction, while impact had a negative effect. In addition, the self-determi nation positively influenced satisfaction with the school services, and the impact positively influenced peer relationship satisfaction. Furthermore, the sub-factors of school support.professor support, peer support, and school climate.medi ated the relationship between empowerment and life satisfaction, with professor support showing a full mediation effect between meaning and competence and learning satisfaction. These findings indicate that enhancing both the internal fac tor of empowerment and the external factor of institutional support is essential to improving the academic and life satisfaction of Chinese students majoring in dance. This study provides foundational data for improving the learning adap tation and educational environment of international dance majors and suggests practical directions for developing sustainable support systems in arts education.