Evaluating the effect of heritage language learning on the well-being of Chinese-American youth

The purpose of this study was to investigate the relationship between Chinese as heritage language (CHL) learning and the psychological well-being of Chinese-American students. The data utilized in the study was obtained from a Sunday Chinese school located in the northeastern United States. Correlation analyses and logistic regression analyses were employed to address all research hypotheses. The results revealed that parents' education level was correlated with learning motivations. Time spent on homework from Chinese school was an effective predictor of self-satisfaction. Speaking Chinese with family members was highly important to cultural identity, self-esteem, self-satisfaction and overall psychological well-being. Parents' involvement was negatively correlated with cultural identity. CHL reading, video-watching and attending community activities were associated with cultural identity, self-satisfaction and overall psychological well-being. Celebrating Chinese festivals was correlated with all factors. And students' Chinese facility was also found to be correlated with four factors except learning motivations.