The Relationship and Influence of Learning Stress, Learning Motivation, and Academic Self-efficacy Among Students in China-Foreign Cooperation Program for Korean Learning
Abstract
In China-Foreign Cooperation Program Programs, students learning Korean often face the complex interplay between learning stress, learning motivation, and academic self-efficacy. This study employs a quantitative research method, utilizing standardized questionnaires and structural equation modeling to investigate the direct and indirect effects of learning stress on learning motivation and academic self-efficacy. The results indicate that learning stress has a significant negative impact on learning motivation, while learning motivation has a significant positive effect on academic self-efficacy. Furthermore, learning motivation plays an essential mediating role between learning stress and academic self-efficacy.
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