International Students' Attitudes toward Chinese Character Learning: Interplay with Motivation and External Educational Factors

This study investigates international students' attitudes towards Chinese character learning, examining their relationship with motivation and external educational factors.Utilizing the Attitudes to Mandarin Chinese Character Learning questionnaire, attitudes were analyzed into cognitive, affective, and conative components.Motivation was assessed through integrative and instrumental motivation scales, with external factors like teachers and course settings evaluated.Results showed no significant attitude differences based on gender or age but revealed disparities relating to academic level, discipline, and Chinese learning duration.Significant correlations among attitude components, motivation, and external factors were identified.Hierarchical multiple regression analysis indicated that variables like gender, Chinese learning duration, integrative motivation, and teacher influence significantly predicted the cognitive component, while integrative motivation and teacher influence were key predictors for affective and conative components.This study aims to offer insights for developing effective Chinese character learning strategies, highlighting the significance of student motivation and external educational factors.