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CORRECTION article

Front. Psychol., 10 January 2023
Sec. Educational Psychology
Volume 13 - 2022 | https://doi.org/10.3389/fpsyg.2022.1093960

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

This article is a correction to:

  1. The Moderating Effect of Learning Experience on Learning Motivation and Learning Outcomes of International Students

    1. Read original article
\nJingxiao Zhang Jingxiao Zhang1*Gangzhu Sun Gangzhu Sun2*Lin XuLin Xu3Inayat Khan Inayat Khan4*Weidong LvWeidong Lv5Simon P. PhilbinSimon P. Philbin6
  • 1School of Economics and Management, Chang'an University, Xi'an, China
  • 2School of Civil Engineering, Zhengzhou University, Zhengzhou, China
  • 3School of Foreign Languages, Northwest University, Xi'an, China
  • 4School of Management, Northwest Polytechnical University, Xi'an, China
  • 5School of International Education, Chang'an University, Xi'an, China
  • 6School of Engineering, London South Bank University, London, United Kingdom

A corrigendum on
The moderating effect of learning experience on learning motivation and learning outcomes of international students

by Zhang, J., Sun, G., Xu, L., Khan, I., Lv, W., and Philbin, S. P. (2022). Front. Psychol. 13:913982. doi: 10.3389/fpsyg.2022.913982

In the published article, there was an error in the Correspondence section. Author Gangzhu Sun was erroneously excluded as a corresponding author. The corrected Correspondence section appears below.

“Correspondence: Jingxiao Zhang, emhhbmdqaW5neGlhbzk2NCYjeDAwMDQwOzEyNi5jb20=; Gangzhu Sun, Z3pzdW4mI3gwMDA0MDt6enUuZWR1LmNu; Inayat Khan, aW5heWF0JiN4MDAwNDA7bWFpbC5ud3B1LmVkdS5jbg==.”

In the published article, there was also an error in the Funding section as published. Two pieces of funding were missing: International Education Research Program of Chang'an University, China, 2022 (No. 300108221113) and National Natural Science Foundation of China (No. 72074191). The correct Funding statement appears below:

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).

The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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

Citation: Zhang J, Sun G, Xu L, Khan I, Lv W and Philbin SP (2023) Corrigendum: The moderating effect of learning experience on learning motivation and learning outcomes of international students. Front. Psychol. 13:1093960. doi: 10.3389/fpsyg.2022.1093960

Received: 09 November 2022; Accepted: 23 December 2022;
Published: 10 January 2023.

Approved by:

Frontiers Editorial Office, Frontiers Media SA, Switzerland

Copyright © 2023 Zhang, Sun, Xu, Khan, Lv and Philbin. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Jingxiao Zhang, yes emhhbmdqaW5neGlhbzk2NCYjeDAwMDQwOzEyNi5jb20=; Gangzhu Sun, yes Z3pzdW4mI3gwMDA0MDt6enUuZWR1LmNu; Inayat Khan, yes aW5heWF0JiN4MDAwNDA7bWFpbC5ud3B1LmVkdS5jbg==

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.