A Study on the Mediating Effect of Learning Motivation and Learning Engagement in the Relationship between Academic Emotions and Academic Achievement among College Students of Majoring in Calligraphy

다국어 초록 (Multilingual Abstract)

It has been precisely 12 years since initial visit to the developed, aesthetically pleasing, and culturally advanced nation of Korea. In the spring and summer of 2012, I participated in exchange programs at Mokwon University, Yeongsan University, and Silla University, where I also had the opportunity to visit Seoul National University and Yonsei University. This study exchange program in Korea has left an indelible impression on me. In 2013 and 2014, I participated in two exchange programs to Korea for academic study. During this time, I had the privilege of instructing students at Yeongsan University in the art of Chinese calligraphy. The profound interest they displayed in Chinese culture and art, particularly calligraphy, has allowed me to deeply appreciate the allure of cultural exchange, the transformative power of knowledge, and the importance of effective communication.
I hail from Shandong Province, China, which is renowned as one of the pivotal cradles of Chinese civilization and the birthplace of Confucian culture. Parents are agriculturalists who work hard and sweat to cultivate the land, raise children, and nurture brother and me as we grow up. I obtained bachelor's degree, master's degree, and visiting scholar status from Beijing Normal University. After completing undergraduate studies, I joined Linyi University to pursue a career in calligraphy education and research. Revised sentence: In the ancient Chinese classic "Li Ji · Xue Ji," it is stated that "One learns by recognizing insufficiency, and one teaches by understanding difficulty." Hence, aspiration and endeavor lie in furthering education within the university setting to enhance my personal development. In the winter of 2021, upon the recommendation of my mentor Mr. Ni Wendong, I submitted an application to pursue a doctoral degree in education (with a focus on Calligraphy Education) at Sehan University. In the spring of 2022, I enrolled as a student at Sehan University. During this special period, learning and exchange will be conducted exclusively online. During the Zoom session, I had the opportunity to meet my esteemed instructor, Mr. Kou, Heung, as well as other distinguished faculty members. After a year of remote learning, I am increasingly enthusiastic about pursuing my studies at Sehan University. In the spring of 2023, I arrived in the picturesque city of Mokpo as planned, enrolled at the long-awaited Sehan University, took my seat in the classroom that I had yearned for so long, and embarked on a new chapter in my academic journey.
Professor Kou, Heung holds a doctorate in engineering and education, boasting profound academic achievements alongside a rigorous scholarly demeanor. Furthermore, he exudes the charismatic allure of eloquence. The studio 8609 is where Professor Kou, Heung conducts his classes, providing a conducive environment for collaborative learning among myself and my fellow students. It also serves as a beautiful sanctuary that bears witness to the growth of our close-knit academic community. Here, Professor Kou, Heung has provided me with a comprehensive understanding of how learning motivation, learning engagement, and self-efficacy guided by emotions impact learning satisfaction and academic achievement. Simultaneously, Professor Kou, Heung guided us in actively exploring the correlation between educational psychology and individual majors, and motivated us to engage proactively in diverse academic exchange seminars to facilitate continuous progress through learning and interaction. During his free time, he took us on explorations to Seoul, Jeonju, Gwangju, Naju, Busan, Chuncheon, Mokpo and other locales in order to study the distinctions in local customs, culture and education. While engaging in the act of walking, observing, and listening, endeavor to expand your perspectives and enhance personal development. These efficacious educational methods hold great significance for our holistic education and training.
Thousand Characters": "Beyond the Fu training, enters the mother." "At Sehan University, Professor Kou, Heung serves as both a mentor from whom I learn and respect, and a cherished family member whom I have revered throughout my life. His approach of 'tailoring instruction to individual aptitude' enabled me to unravel the intricacies of SPSS 26.0 and AMOS. His self-discipline and lenient nature give me a sense of renewal, like a spring breeze.
The old Chinese proverb states, "A horse is common, but a fine steed is rare." At Sehan University, I encountered numerous exceptional educators. They comprise Professors Cho Sukyoung, Jeong Dubae, Kim, Kwangcheol, Pi, Jinyu, Lee Jiyon, Kim Seungho, and Lee Seungjin. Their composed demeanor, profound expertise in the field, and innovative pedagogical approaches have profoundly enriched my life.
The cast of Friends identifies, modifies, and refines regulations. This is a sentence with "thousand characters". During my time at Sehan University, I had the opportunity to engage with a diverse group of students and friends, fostering meaningful connections through shared experiences in academics, daily life, and interpersonal communication. Together, We navigated the joys and challenges of learning while adapting to life in a foreign country.
The birthal sentence "Keep the true will full, by things meaning shift" also from the "thousand characters" can be polished to: "Maintain unwavering commitment to one's true purpose, despite changing circumstances." The conducive academic environment and the presence of renowned professors and outstanding students at Sehan University bolster my determination to pursue rigorous studies.
After the summer, the harvest takes place in autumn and is stored during winter. The academic journey at Sehan University passes by swiftly, prompting individuals to appreciate this hard-earned learning opportunity while feeling the passage of time. Despite encountering challenges in language communication and interdisciplinary learning, perseverance will always lead to success. The truth remains that 'Nothing is difficult to the man who will try.
Even as I write here, no amount of words can adequately convey the depth of my gratitude and emotions.
First and foremost, I would like to express my gratitude to the esteemed Professor Kou, Heung. Under his meticulous supervision and rigorous guidance akin to that of a mentor, I successfully completed my studies.
Secondly, I would like to express my gratitude to the other professors at Sehan University. Through their diligent guidance and support, they effectively incorporated their knowledge into the thesis writing process, contributing to the successful completion of my graduation."
Thirdly, I would like to express my gratitude to Professor Wendong Ni, my Chinese tutor. Over the past 20 years, our relationship has been akin to that of a mentor and student, contributing greatly to my successful language learning journey.
Fourthly, I would like to express my gratitude to the leaders and colleagues within my professional sphere. Their generous support enabled me to concurrently pursue work and academic endeavors, culminating in the successful fulfillment of my study objectives.
Fifth, I would like to express my gratitude to the numerous seniors and friends I have encountered. Through the process of "making friends," we have engaged in mutual learning and support, enabling each other to successfully complete our studies.
Sixth, I would like to extend my heartfelt gratitude to my translation instructor, Zhou Qiyan. She dedicated herself tirelessly and made numerous trips to assist me with my translation work. Her meticulous translations of the issues that arose during the review of my paper enabled me to make timely adjustments and successfully complete the review process.
Seventh, I would like to express my gratitude to all the professors and staff at Sehan University for their invaluable support in facilitating a smooth experience throughout my doctoral studies and life.
Friendship transcends distance, making neighbors of those separated by thousands of miles. Our paths converged amidst countless mountains and rivers as we embarked on the journey to study abroad, collaborate in our careers, and set sail together.
Finally, I would like to express my gratitude to my family for their unwavering support and commitment, which enabled me to concentrate on my academic pursuits and successfully accomplish my educational goals.
Thank you for taking the time to meet with me, your love and support are greatly appreciated by all.

목차 (Table of Contents)

• Abstract vi
• Ⅰ. Introduction 1
• 1. Research Necessity and Purpose 1
• 2. Research Questions 11
• Ⅱ. Theoretical Background 13
• 1. Calligraphy Major 13
• 1) Definition of Calligraphy Major 13
• 2) Overview of Calligraphy Major 18
• 3) Research Related to the Field of Calligraphy Major 28
• 2. Academic Achievement 31
• 1) Definition of Academic Achievement 31
• 2) Components of Academic Achievement 34
• 3) Previous Research of Academic Achievement 37
• 3. Academic Emotions 40
• 1) Definition of Academic Emotions 40
• 2) Components of Academic Emotions 43
• 3) Previous Research of Academic Emotions 45
• 4. Learning Motivation 48
• 1) Definition of Learning Motivation 48
• 2) Components of Learning Motivation 51
• 3) Previous Research of Learning Motivation 55
• 5. Learning Engagement 59
• 1) Definition of Learning Engagement 59
• 2) Components of Learning Engagement 62
• 3) Previous Research of Learning Engagement 66
• 6. The Relationship among Academic Emotions, Learning Motivation, Learning Engagement and Academic Achievement 69
• 1) The Relationship between Academic Emotions and Academic Achievement 69
• 2) The Relationship between Academic Emotions and Learning Motivation 70
• 3) The Relationship between Academic Emotions and Learning Engagement 72
• 4) The Relationship between Learning Motivation and Academic Achievement 73
• 5) The Relationship between Learning Engagement and Academic Achievement 74
• 6) The Relationship among Academic Emotions, Learning Motivation and Academic Achievement 75
• Ⅲ. Research Methods 78
• 1. Research Model 78
• 2. Research Hypothesis 79
• 3. Research Participants 80
• 4. Research Tool 82
• 1) Measurement Tool Setting 82
• 2) Academic Emotions Scale 84
• 3) Learning Motivation Scale 88
• 4) Learning Engagement Scale 92
• 5) Academic Achievement Scale 95
• 5. Procedure 99
• 1) Preliminary Research 99
• 2) Formal Research 101
• 6. Data Analysis 102
• Ⅳ. Research Results 104
• 1. Descriptive Statistics 104
• 2. Differential Analysis 106
• 1) Differential Analysis by Gender 107
• 2) Differential Analysis by Gender on Place of Birth 112
• 3) Differential Analysis by Gender on Only Child or Not 117
• 4) Variability Analysis by Grade 121
• 5) Variability Analysis by Voluntary Choice of Major 127
• 3. Correlation Analysis 132
• 4. Regression Analysis of the Academic Emotions, Learning Motivation, Learning Engagement and Academic Achievement 135
• 1) Effect of Academic Emotions on Academic achievement 135
• 2) Effect of Academic Emotions on Learning Motivation 137
• 3) Effect of Academic Emotions on Learning Engagement 138
• 4) Effect of Learning motivation on academic Achievement 140
• 5) Effect of Learning engagement on academic Achievement 142
• 5. Mediation Effect 144
• 1) Mediating Effect of Learning Motivation 144
• 2) Mediating Effect of Learning Engagement 147
• 6. Research Hypothesis Test Results 152
• Ⅴ. Conclusion 154
• 1. Discussion and Conclusion 154
• 2. Suggestions and Limitations 161
• 1) Suggestions 161
• 2) Limitations 165
• References 168
• Appendix 199
• 국문초록 204