재한 중국인 유학생의 사회적 지지가 자기주도학습능력에 미치는 영향: 자아탄력성과 학업소진의 매개효과를 중심으로

초록

This study investigated the structural relationships among social support, ego-resilience, academic burnout, and self-directed learning abilities in Chinese international students in South Korea, additionally examining the mediating effects of ego-resilience and academic burnout on the relationship between social support and self-directed learning ability. The research utilized data from 400 Chinese international students enrolled at universities in Seoul, Korea. The findings indicated that social support was significantly positively correlated with ego-resilience and self-directed learning ability, but negatively correlated with academic burnout. Ego-resilience demonstrated a positive correlation with self-directed learning ability and a negative correlation with academic burnout.Conversely, academic burnout showed a significant negative correlation with self-directed learning ability. Furthermore, social support, ego-resilience, and academic burnout exerted direct influences on self-directed learning ability. Notably, both ego-resilience and academic burnout served as partial mediators in the relationship between social support and self-directed learning ability. The results of this study are expected to contribute to the development of effective strategies to bolster the self-directed learning capacities of Chinese international students in South Korea.

키워드