大学生自我效能感、外语学习焦虑与学习倦怠的关系实证研究

An Experimental Study of the Interrelationship of Chinese College Students Self-efficacy,Foreign Language Anxiety and Language Burnout

社会心理因素影响外语学习成效问题引人瞩目,探索如何更好地发挥学生心理机制以提高英语学习成效已成为学界普通关注的重要课题。通过以693名非英语专业本科学生为研究对象,利用自我效能感量表(GSES)、外语学习焦虑量表(FLCAS)、学习倦怠量表及结构方程模型(SEM)构建假设模型,探究自我效能感对外语学习焦虑及学习倦怠的中介作用。研究结果表明:外语学习焦虑、学习倦怠与自我效能感均存在显著负相关,而外语学习焦虑与学习倦怠存在显著正相关;Bootstrap检验结果表明:外语学习焦虑和学习倦怠的直接效应95%BootCI(0.169~0.395),中介效应的95%BootCI区间为(0.034~0.11),说明外语学习焦虑能预测学习倦怠,且自我效能感在外语学习焦虑对学习倦怠的影响路径上起着部分中介的作用。

The Social-psychological factors affecting the result of foreign language learning has attracted people attention and researchers at home and abroad are deeply concerned about the explorations into making full use of the student s psychological mechanism to improve their foreign language learning results.By testing the respondents through questionnaire such as GSES,FLCAS,and Learning Burnout Scale and constructing the Structural Equation Modelling(SEM),the researcher makes an investigation of 693 non-English undergraduates to make the experimental study of the interrelationships of college students self-efficacy,foreign language learning anxiety and learning burnout and prove whether self-efficacy exercises the mediating role on the other two variables through the Bootstrap test.The results indicate that:self-efficacy shows a significantly negative correlation with foreign language learning anxiety and learning burnout,while foreign language learning anxiety shows a significantly positive correlation with learning burnout.The Bootstrap test results show that the 95%confidence interval for the direct effect of the foreign language learning anxiety on learning burnout is(0.169,0.395),and the 95%confidence interval for the indirect effect is(0.034~0.11).The results indicate that foreign language learning anxiety can significantly predict the learning burnout and also self-efficacy can present a partial mediation effect upon the other two variants.