Abstract

Guided by Expectancy-Value Theory, this quantitative cross-sectional survey examined the relationship between learning attitudes, course satisfaction, and learning outcomes among non-degree international students (N=390, 97.5% response rate) from three Sichuan universities, predominantly from Southeast Asia. Measurement validity was established through confirmatory factor analysis. Regression analyses revealed that learning attitudes significantly predicted both learning outcomes (β = .59, p < .001) and course satisfaction (β = .33, p < .001). Course satisfaction also positively predicted learning outcomes (β = .41, p < .001). Mediation tests further showed that course satisfaction partially mediated the effect of learning attitudes on outcomes, increasing the explained variance from 36.3% to 41.1% (ΔR² = .048, ΔF significant). Findings highlight the importance of aligning Chinese language pedagogy with students’ motivational appraisals and satisfaction subscales. This study not only deepens the understanding of the effectiveness of Chinese language instruction but also provides practical guidance for the improvement and reform of Chinese language courses in universities, aiming to enhance international students' language learning experiences and their proficiency in Chinese.

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