A Study on the Motivation, Learning Anxiety and Burnout of Thai Chinese Language Learners in Chinese Language Learning: A Case Study of Chinese Language Colleges in Thai Universities
Keywords:
Learning Motivation, Learning Burnout, Learning Anxiety, Chinese Majors of Two Thai UniversitiesAbstract
This study aims to explore the relationship between learning motivation, learning anxiety, and learning burnout, focusing on analyzing the association between learning motivation and learning burnout among Chinese major students at two Thai universities, and verifying the mediating role of learning anxiety. It also investigates the mediating role of learning anxiety. The data was collected through an online questionnaire using the purposive sampling method. A total of 325 questionnaires were collected, and after removing invalid ones, 240 valid questionnaires remained. Data analysis was conducted using SPSS and Mplus.
The findings indicate that: 1. learning motivation negatively affects learning burnout; 2. the relationship between learning motivation and learning burnout is somewhat mediated by learning anxiety. This study highlights how important it is to reduce learning anxiety because doing so increases learning motivation and dramatically lowers the likelihood of learning burnout. In order to improve the learning effectiveness of Thai Chinese learners, the research findings offer empirical evidence for the optimization of Chinese language education policies in Thailand and a theoretical foundation for teaching Chinese.
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