The Relationship Between Well-Being and Korean Language Learning Achievement: A Case Study of Chinese University Students

Abstract

Objective: This study aims to explore the relationship between well-being and Korean language learning achievement among Chinese university students. In recent years, research on positive psychology, especially the impact of well-being on student learning outcomes, has gained increasing attention. While previous studies have examined the effects of emotions, motivation, and other factors on academic achievement, the role of well-being in the learning process has not been thoroughly explored. Specifically, there is a lack of empirical research on the impact of well-being on Korean language learning achievement among Chinese university students. Therefore, this study seeks to fill this research gap by systematically analyzing how well-being affects students’ Korean learning achievement and exploring the specific impact of different well-being dimensions (such as positive emotions, engagement, relationships, meaning, and accomplishment) on academic achievement.

Methodology: This study adopts a quantitative research design, with data collected from students enrolled in Korean language courses at Chinese universities. The study participants are university students learning Korean, and their well-being and academic achievement are measured to analyze the relationship between the two. Well-being is measured using the PERMA-Profiler scale, which assesses five dimensions of well-being: positive emotions, engagement, relationships, meaning, and accomplishment. Academic achievement is evaluated based on students' final exam scores, mid-term exam scores, regular grades, and speaking proficiency. Additionally, correlation analysis and regression analysis are used to test the relationship between well-being and academic achievement and determine its significance.

Findings: The results of the study show a significant positive correlation between well-being and Korean language learning achievement. Specifically, several dimensions of well-being have a significant impact on academic achievement, with positive emotions and relationships having the most pronounced predictive effect. Students with higher positive emotions and better interpersonal relationships generally show more active engagement in their Korean studies and achieve better academic outcomes. Other dimensions of well-being, such as engagement and accomplishment, also have a positive impact on academic achievement, although the effect is somewhat weaker compared to positive emotions and relationships. Additionally, there is a strong interrelationship between the dimensions of well-being, with students performing well in one dimension typically showing higher levels of well-being in other areas. This suggests that enhancing students' overall well-being may positively influence their academic achievement.

Significance: This study provides new insights into the research on well-being, particularly in the field of foreign language learning. First, it validates the positive relationship between well-being and academic achievement, further proving the influence of positive psychology on academic achievement. Especially in the context of Korean language learning, well-being not only affects students' learning motivation and strategies but also directly influences their academic success. Therefore, educators should place greater emphasis on students' psychological health and well-being, implementing targeted interventions to enhance their well-being and, in turn, improve their learning outcomes.

Secondly, the findings highlight the varying impact of different well-being dimensions on academic achievement, offering practical recommendations for future educational practice. For example, educators can organize activities that enhance students' positive emotions or use group collaboration and social activities to improve students' sense of relationships, which in turn can enhance learning achievement. This study also provides valuable references for future cross-cultural comparative research on the relationship between well-being and academic achievement.

Finally, with the rise of globalization, foreign language learning is becoming increasingly important. For students learning Korean, good academic achievement is not only related to academic development but also closely linked to future career prospects. Therefore, enhancing students’ well-being, particularly through increasing positive emotions and fostering good interpersonal relationships, may be an effective way to improve foreign language learning achievement.