论低自信和课堂表现焦虑对大学生英语学习的影响:交叉滞后研究

The Impact of Low Self-Confidence and Classroom Performance Anxiety on English Learning: A Cross-Lagged Regression Study

使用交叉时序滞后设计的方法,本研究考查了三所大学(清华大学、合肥理工大学、北京联合大学)的934名不同专业的公外大一新生的说英语的低自信和英语课堂表现焦虑与他们的英语学习成绩之间的准因果关系。其结果如下:1)总体而言,学生学期初的说英语的低自信能够显著地负向预测他们在学期末的英语学习成绩;然而,他们在学期初的课堂表现焦虑与其学期末的学习成绩没有因果关系;2)具体到上述三所学校的学生,所测焦虑变量与英语学习成绩之间的关系存在差异。

The present research has investigated the quasi-causal relationships between low self-confidence in speaking English, general English classroom performance anxiety and English performance of 934 freshmen from three universities （Tsing- hua University, Hefei University of Technology and Beijing Union University） over a period of one term via muhivariable cross- lagged regression analyses. Results demonstrate that generally there are significant negative relationships between English classroom anxiety and English performance. More specifically, low self-confidence at the beginning of the term can negatively predict English performance at the end of the term. However, there is no causal relationship between English classroom per- formanee anxiety at the beginning and English performance at the end of the term. The other result is that the relationships between these two measures and English performance differ from university to university.