The Impact of Peer Relationships and Perceived University Education Quality on Self-directed Learning Ability among Chinese International Students in Korea

This study aimed to examine the extent to which peer relationships and the quality of university educational services influence self-directed learning ability among Chinese international students enrolled in Korean universities. To this end, eight universities were selected, two universities each from the metropolitan area, Chungcheong, Gyeongsang, and Jeolla regions, and an online survey was conducted with a total of 354 Chinese international students, approximately 40~60 students per university. The results showed that all sub-variables of peer relationships, educational service quality, and self-directed learning ability were generally at favorable levels. Significant differences were also observed according to individual characteristics such as academic year, perceived academic achievement, and the university attended. Correlation analysis revealed significant associations among all sub-variables except for peer rejection. In particular, peer acceptance, friendship, instructional staff, and administrative services were identified as key positive predictors of self-directed learning ability. Based on these findings, it is recommended that universities develop and operate peer relationship-building programs and customized instructional guidance to help Chinese international students adapt more effectively to Korean society and the educational environment.