Corrigendum: The moderating effect of learning experience on learning motivation and learning outcomes of international students

Jingxiao Zhang; Gangzhu Sun; Lin Xu; Inayat Khan; Weidong Lv; Simon P Philbin

doi:10.3389/fpsyg.2022.1093960

Corrigendum: The moderating effect of learning experience on learning motivation and learning outcomes of international students

Front Psychol. 2023 Jan 10:13:1093960. doi: 10.3389/fpsyg.2022.1093960. eCollection 2022.

Authors

Jingxiao Zhang¹, Gangzhu Sun², Lin Xu³, Inayat Khan⁴, Weidong Lv⁵, Simon P Philbin⁶

Affiliations

¹ School of Economics and Management, Chang'an University, Xi'an, China.
² School of Civil Engineering, Zhengzhou University, Zhengzhou, China.
³ School of Foreign Languages, Northwest University, Xi'an, China.
⁴ School of Management, Northwest Polytechnical University, Xi'an, China.
⁵ School of International Education, Chang'an University, Xi'an, China.
⁶ School of Engineering, London South Bank University, London, United Kingdom.

Abstract

[This corrects the article DOI: 10.3389/fpsyg.2022.913982.].

Keywords: experimental study and application; international students; learning experience; learning motivation; learning outcomes.

Publication types

Published Erratum

Grants and funding

This research was supported by the National Social Science Fund projects of China (Grant No. 20BJY010); National Social Science Fund Post-financing projects of China (Grant No. 19FJYB017); China Sichuan-Tibet Railway Major Fundamental Science Problems Special Fund (Grant No. 71942006); China Qinghai Natural Science Foundation (Grant No. 2020-JY-736); List of Key Science and Technology Projects in China's Transportation Industry in 2018-International Science and Technology Cooperation Project (Grant Nos. 2018-GH-006 and 2019-MS5-100); Emerging Engineering Education Research and Practice Project of Ministry of Education of China (Grant No. E-GKRWJC20202914); Higher Education Teaching Reform Project in Shaanxi Province, China (Grant No. 19BZ016); Humanities and Social Sciences Research Project of the Ministry of Education of China (21XJA752003); Project of the Academy of Social Sciences of Shaanxi Province, China (2022HZ0596); Going Global Partnership: UK-China-ASEAN, Education Partnership Initiative funded by British Council (Integrated Built Environment Teaching & Learning in the Joint Curriculum Development amid Digital-Driven Industry 4.0 among China, Vietnam, and UK); International Education Research Program of Chang'an University, China, 2022 (Grant No. 300108221113); and National Natural Science Foundation of China (Grant No. 72074191).