Qian Jinxin, Yu Jiayuan
Department of International Cultural Education, Nanjing Normal University, Nanjing, People's Republic of China.
Department of Psychology, Nanjing Normal University, Nanjing, People's Republic of China.
Psychol Res Behav Manag. 2023 Jun 14;16:2201-2211. doi: 10.2147/PRBM.S414837. eCollection 2023.
Studies have shown that Chinese language learning anxiety among international students in China can negatively affect their psychological adjustment. However, the specific effects and conditions of learning anxiety need to be further investigated. This study explored the mediating effects between Chinese language learning anxiety and psychological adjustment of international students in China.
Chinese Learning Anxiety Scale, Campus Adaptability Scale for International Students in China, Academic Resilience Questionnaire for International Students in China, Zung's Self-Rated Depression Scale were administered to 307 international students from Nanjing Normal University in China, including 165 male students and 131 female students, aged 19-28 (M =21.42; SD = 1.528).
Chinese language learning anxiety significantly predicted the psychological well-being of international students after controlling for gender and age variables. Furthermore, Chinese language learning anxiety predicted the mental health of students through the independent mediating effect of campus adaptation and academic resilience, as well as the chain mediating effect of campus adaptation and academic resilience.
The study has theoretical and practical significance for improving international students' psychological adaptation and health, and implications for those involved in the management and teaching of international students in China. The research conclusions are as follows: firstly, when the Chinese learning anxiety of international students in China is strong, their campus adaptation and psychological resilience are reduced, and levels of depression increase; secondly, grades are significantly correlated with anxiety dimensions, and higher grades are associated with lower anxiety levels; finally, the mediating effects of campus adaptation and academic resilience were significant, together with a significant chain mediating effect of campus adaptation and academic resilience.
研究表明，在中国的国际学生学习汉语的焦虑情绪会对他们的心理适应产生负面影响。然而，学习焦虑的具体影响和条件仍需进一步研究。本研究探讨了在中国的国际学生汉语学习焦虑与心理适应之间的中介作用。
对来自南京师范大学的307名国际学生进行了汉语学习焦虑量表、中国国际学生校园适应量表、中国国际学生学业复原力量表、zung氏自评抑郁量表的测试，其中男生165名，女生131名，年龄在19 - 28岁之间（M = 21.42；SD = 1.528）。
在控制性别和年龄变量后，汉语学习焦虑显著预测了国际学生的心理健康状况。此外，汉语学习焦虑通过校园适应和学业复原力的独立中介作用以及校园适应和学业复原力的链式中介作用预测学生的心理健康。
该研究对于改善国际学生的心理适应和健康具有理论和实践意义，对中国国际学生管理和教学相关人员也具有启示作用。研究结论如下：第一，在中国的国际学生汉语学习焦虑强烈时，其校园适应和心理复原力会降低，抑郁水平会升高；第二，成绩与焦虑维度显著相关，成绩越高焦虑水平越低；第三，校园适应和学业复原力的中介作用显著，校园适应和学业复原力的链式中介作用也显著。
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