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This paper mainly takes the overseas students in Yunnan universities as the main subjects of the questionnaire. This paper studies the relationship between cultural identity and learning effectiveness of foreign students in China. Data were collected by questionnaire survey and analyzed by SPSS statistical software. The results show that, firstly, cultural identity has a positive impact on learning outcomes. The higher the degree of cultural identity is, the better the learning effect can be. Secondly, initiative personality has a positive impact on the learning effectiveness of foreign students. That is to say, the more active personality is, the better the learning effect is. Finally, in the relationship between foreign student’s learning effectiveness and cultural identity, initiative personality has a positive effect, but the moderating effect is not significant. That is to say, in the relationship between cultural identity and learning effectiveness, whether a person is an active personality has no great influence on the mechanism. This paper enriches the research in the field of education for foreign students in China and provides a reference for improving the learning effectiveness of foreign students in China.

The Relationship Between Learning Effectiveness and Cultural Identity of Overseas Students in China–the Regulating Role of Active Personality