Factors Influencing the Academic Achievement of Chinese International Students: An Analysis from the Perspective of Business Administration
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Abstract
This study investigates the impact of academic motivation, self-efficacy, and emotions on Chinese international students' academic performance. With a focus on students enrolled in institutions across the United States, United Kingdom, Canada, Australia, Thailand, and Hong Kong, the study utilizes quantitative data from 700 Chinese students. Structural equation modeling and confirmatory factor analysis were employed to examine the relationships among the variables. The findings indicate that academic motivation and self-efficacy significantly enhance academic emotions and performance. Additionally, positive academic emotions are shown to contribute directly to higher academic achievement. These results highlight the critical role of motivation, confidence, and emotional engagement in academic success for Chinese international students. The study provides actionable insights for educators and policymakers to support this student group's academic and personal development, fostering a conducive learning environment for international education.
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