The Current Situation and Learning Strategies of Foreign Students in Chinese Learning Following Entrepreneurial Psychology

Abstract

Based on entrepreneurial psychology, the current situation of foreign students’ use of learning strategies in Chinese learning is explored, the overall situation of learning strategies in this process is analyzed, and the relationship between foreign students’ use of learning strategies and various factors are obtained through the designed questionnaire survey. First, a questionnaire suitable for the research respondents is designed to investigate the current situation of foreign students’ use of learning strategies in Chinese learning; second, 200 questionnaires are distributed, and 195 questionnaires are recovered, with a recovery rate of 97.5%. After the invalid questionnaire is excluded, the effective rate is 95%; furthermore, the reliability of the questionnaire data is analyzed by SPSS25 software, and Cronbach’s α coefficient is 0.869, which proves that the questionnaire has high reliability; finally, the overall situation of foreign students’ use of learning strategies in Chinese learning is analyzed from the aspects of their majors, their levels of Chinese proficiency, Chinese learning time, age and personality. The results show that the frequency of using cognitive strategies in learning Chinese is the highest, with a score of 3.689; There is a positive correlation between the use of learning strategies and the degree of proficiency of Chinese; Among them, the foreign students who have studied for 2–3 years use learning strategies the most frequently, and the students aged 28–32 use learning strategies the most frequently in the Chinese level test 4. This study provides new ideas for foreign students’ Chinese teaching and has a certain reference for foreign students’ Chinese teaching strategies.

Epistemic Beliefs and Learners' Self-Efficacy as Predictors of Language Learning Strategies: Toward Testing a Model

“…They underscored that students are more unlikely to use different strategies when they show stronger beliefs in their knowledge and learning agent. Similarly, the findings corroborated the previous claims by L2 practitioners (e.g., Oxford, 2017 ; Griffiths, 2018 ; Chamot, 2019 ; Winberg et al, 2019 ; Tang, 2022 ). They corroborated that learning strategies are consistent with the beliefs held by learners.…”

“…Various theoretical studies (e.g., Oxford, 2017 ; Cohen, 2018 ; Griffiths, 2018 ; Chamot, 2019 ) pinpointed that learning strategies are an affiliative factor in promoting language achievement. Besides, the findings of some empirical studies (e.g., Oxford, 2017 ; Habók and Magyar, 2018 ; Takeuchi, 2019 ; Shirzad et al, 2020 ; Razmi and Jabbari, 2021 ; Tang, 2022 ) corroborated that LLSs can help the learners apply their knowledge in a real-world context, gain knowledge, and achieve higher academic results eventually. Accordingly, different taxonomies of LLSs were proposed by the authorities in educational psychology (e.g., Oxford's direct and indirect strategies; O'Malley and Chamot's socio-affective strategies; Cohen's L2 learning and use strategies).…”

Exploring the path of network security and student privacy protection in smart campus based on Markov model

“…Let the integral generating sequence of the original time series of the number of campus network security and student privacy protection events be satisfactorily associated with a non-simultaneous exponential discrete function with a trend, then the Markov cybersecurity model is: (9) Its primary response function is. (10) The expressions of the parameters in equation are respectively (11) Where, .…”

“…In terms of campus network construction, the early development of campus network in other countries, the wide application fields and colorful service functions have enabled a considerable number of universities to realize the integration of university-enterprise cooperation, university-enterprise cooperation and cross-discipline through the campus network platform, and achieve remarkable achievements [10][11]. The campus network construction in China, although starting late, has developed rapidly.…”