摘要
本研究基于从90篇文献中获取的元分析数据进行结构方程竞争模型比较,旨在探讨二语学习者动机、效能与行为间的关系,并找出潜在的调节变量。研究发现:1)二语理想自我、二语应然自我、二语学习体验是自我效能感与动机行为之间的中介变量;2)二语理想自我、二语应然自我对二语学习体验的解释力比二语学习体验、二语应然自我对二语理想自我的解释力更强;3)专业、地区、年龄在二语动机自我与动机行为的关系中发挥不同程度的调节作用。研究发现可为教师教学、学生学习提供一定的理论参考和实践依据。
Based on the meta-analytic data extracted from 90 academic papers, this study compares two structural equation competition models to clarify the relationships among L2 motivational selves, self-efficacy and L2 motivated behavior, and explore the latent moderating variables. The results show that: 1) ideal L2 self, ought-to L2 self and L2 learning experience are mediating variables between self-efficacy and motivated behavior;2) the predictive effects of ideal L2 self and ought-to L2 self on L2 learning experience are greater than those of L2 learning experience and ought-to L2 self on ideal L2 self;and 3) learners’ major, region and age have various degrees of moderating effects on relationships among ideal L2 self, ought-to L2 self,L2 learning experience and motivated behavior. Research findings may provide some theoretical and practical references for second language teaching and learning.
出处
《西安外国语大学学报》
CSSCI
北大核心
2023年第1期47-53,共7页
Journal of Xi’an International Studies University
关键词
二语动机自我系统
自我效能感
动机行为
结构方程模型元分析
竞争模型
L2 motivational self system
self-efficacy
motivated behavior
meta-analytic structural equation modeling
competition model