教师支持对来华留学生汉语学习投入的影响及对策分析——自我效能感的中介作用

Analysis of the Impact and Countermeasures of Teacher Support on Chinese Language Learning Engagement among International Students in China—The Mediating Role of Self-Efficacy

摘要: 来华留学生是国际中文教育的重要对象，其汉语学习投入直接影响学习效果。基于三元交互决定论，本研究以60名来华本科留学生为对象，通过问卷调查分析教师支持、自我效能感与汉语学习投入之间的关系。结果表明：来华留学生汉语学习投入整体处于中等偏上水平；教师支持和自我效能感均能显著正向预测汉语学习投入，且自我效能感的预测力更强；自我效能感在教师支持与汉语学习投入之间发挥部分中介作用。基于此，建议通过强化教师支持、提升学生自我效能感等方式促进来华留学生汉语学习投入。

Abstract: As key participants in international Chinese language education, the Chinese language learning engagement among Chinese international students directly influences their learning outcomes. Based on the triadic reciprocal determinism, this study analyzed the relationship between teacher support, self-efficacy and Chinese language learning engagement among 60 international undergraduate students in China through a questionnaire survey. The study reveals that: international students’ learning engagement in Chinese is generally at an above-average level. Both teacher support and self-efficacy significantly and positively predict learning engagement in Chinese, with self-efficacy demonstrating stronger predictive power. Furthermore, self-efficacy plays a partial mediating role between teacher support and learning engagement in Chinese. Based on these findings, strategies are proposed to enhance Chinese learning engagement among international students in China by strengthening teacher support and enhancing students’ self-efficacy.