动机视角下大学英语评估模式对执行性求助的影响

The Effect of EFL Assessments on Executive Help Seeking from the Perspective of Motivation

本研究旨在厘清大学英语教学评估是否通过动机内因影响大学生的执行性求助行为,并探讨如何通过教学情境进行有效干预。研究基于640名非英语专业大学生的样本数据。结果发现:1)形成性评估能够显著弱化执行性求助行为,总结性评估对执行性求助的强化则未达到显著水平;2)持有成绩趋近目标导向与掌握目标导向的学习主体抗拒执行性求助,形成性评估完全可以通过这两种导向对执行性求助行为产生影响,但成绩回避目标个体却偏向于采取执行性求助,且形成性评估只是一定程度上通过成绩回避目标导向对执行性求助产生影响。

This study intends to explore whether EFL assessments affect college students’ executive help seeking(EHS) via motivation and how the teaching context can be utilized to intervene EHS effectively. Based on data from 640 non-English major undergraduates, it is demonstrated that(1)formative assessment(FA) significantly weakens EHS, and the strengthening effect of summative assessment on EHS is not significant;and(2) students with performance approach goal orientation(PGO1) or mastery goal orientation(PGO3) both resist EHS, with both orientations fully mediating the effect of FA on EHS, but students with performance avoidance goal orientation(PGO2) prefer EHS with PGO2 partially mediating the effect of FA on EHS.