大学生英语学习情感投入与自我效能感的实证研究
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摘要
采用定量分析方法调查了非英语专业大学生自我效能感与英语学习情感投入的关系。研究被试为152名非英语专业一年级大学生。研究结果表明:1)自我效能感与英语学习情感投入、内在和外在情感投入及其各个维度紧密关联; 2)自我效能感对英语学习情感投入、内在和外在情感投入产生显著影响,且在具体各个维度方面均具有显著的正向预测作用。本研究的结论在一定程度上丰富了情感投入理论,尤其是外语学习情感投入理论,对如何促进学习者学习外语的情感投入水平和质量也有借鉴意义。
This study,via quantitative analysis,examines the relationship between college students' affective engagement with English learning and self-efficacy. Participants were 1 5 2 freshman non-English major college students. The results showed that: 1) self-efficacy was closely correlated to affective engagement with English learning,internal affective engagement,external affective engagement and the different dimensions of affective engagement of English learning; 2) self-efficacy had a significant effect on affective engagement with English learning,internal affective engagement,external affective engagement. Self-efficacy could also positively predict the different dimensions of affective engagement of English learning. The study not only enriches affective engagement theory,especially the affective engagement theory of learning foreign languages,but also gives pedagogical suggestions on promoting the learners' affective engagement in learning foreign languages.
This study,via quantitative analysis,examines the relationship between college students' affective engagement with English learning and self-efficacy. Participants were 1 5 2 freshman non-English major college students. The results showed that: 1) self-efficacy was closely correlated to affective engagement with English learning,internal affective engagement,external affective engagement and the different dimensions of affective engagement of English learning; 2) self-efficacy had a significant effect on affective engagement with English learning,internal affective engagement,external affective engagement. Self-efficacy could also positively predict the different dimensions of affective engagement of English learning. The study not only enriches affective engagement theory,especially the affective engagement theory of learning foreign languages,but also gives pedagogical suggestions on promoting the learners' affective engagement in learning foreign languages.
引文
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[12]Brian M.G.,J.J.Wood,E.Tsukayama,K.Har,A.W.Chiu&D.A.Langer.A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance[J].Journal of School Psychology,2014,52:295-308.
[13]Kindermann,T.A.Natural peer groups as contexts for individual development:The case of children's motivation in school[J].Developmental Psychology,1993,(29):970-977.
[14]Wheeler,S.C.,K.G.De Marree.&R.E.Petty.Understanding the role of the self in prime-to-behavior effects:The active-self account[J].Personality and Social Psychology Review,2007,11(3):234-261.
[15]Baumeister,R.F.&M.R.Leary.The need to belong:Desire for interpersonal attachments as a fundamental human motivation[J].Psychological Bulletin,1995,117(3):497-529.
[16]Goodenow,C.The psychological sense of school membership among adolescents:Scale development and educational correlates[J].Psychological in the Schools,1993,30(1):79-90.
[2]张娜.国内外学习投入及其学校影响因素研究综述[J].心理研究,2012,5(2):83-92.
[3]Guthrie,J.T.,&Anderson,E.Engagement in reading:Processes of motivated,strategic,and knowledgeable social readers.In J.T.Guthrie&D.E.Alvermann(Eds.),Engaged reading:Process,practices and policy implications.New York:Teachers College Press,1999:17-46.
[4]Andrew,J.W.&G.D.Ronald.Construct Dimensionality of Engagement and its Relation With Satisfaction[J].The Journal of Psychology:Interdisciplinary and Applied,2009,143(1):91-112.
[5]John,P.S.,&J.F.Clive.Facilitators and Outcomes of Student Engagement in a College Setting[J].The Journal of Psychology:Interdisciplinary and Applied,2009,143(1):5-27.
[6]Skinner,E.A.&M.J.Belmont.Motivation in the classroom:Reciprocal effects of teacher behavior and student engagement across the school year[J].Journal of Educational Psychology,1993,85(4):571-581.
[7]Pekrun,R.,A.J.Elliot,&M.A.Maier.“Achievement Goals and Achievement Emotions:Testing a Model of Their Joint Relations with Academic Performance.”Journal of Educational Psychology,2009,101(1):115-135.
[8]郭继东.英语学习情感投入的构成及其对学习成绩的作用机制[J].现代外语,2018,41(1):55-65.
[9]秦晓晴,文秋芳.非英语专业大学生学习动机的内在结构[J].外语教学与研究,2002(1):51-58.
[10]Bandura,A.Self-efficacy:Toward a unifying theory of behavioral change[J].Psychological Review,1977,(84):191-215.
[11]Martin,A.J.Motivation and engagement across the academic life span:A developmental construct validity study of elementary school,high school,and university/college students[J].Measurement Educational and Psychological,2009,69(5):794-824.
[12]Brian M.G.,J.J.Wood,E.Tsukayama,K.Har,A.W.Chiu&D.A.Langer.A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance[J].Journal of School Psychology,2014,52:295-308.
[13]Kindermann,T.A.Natural peer groups as contexts for individual development:The case of children's motivation in school[J].Developmental Psychology,1993,(29):970-977.
[14]Wheeler,S.C.,K.G.De Marree.&R.E.Petty.Understanding the role of the self in prime-to-behavior effects:The active-self account[J].Personality and Social Psychology Review,2007,11(3):234-261.
[15]Baumeister,R.F.&M.R.Leary.The need to belong:Desire for interpersonal attachments as a fundamental human motivation[J].Psychological Bulletin,1995,117(3):497-529.
[16]Goodenow,C.The psychological sense of school membership among adolescents:Scale development and educational correlates[J].Psychological in the Schools,1993,30(1):79-90.