英语课堂学习投入对学习收获满意度的预测效应

The Predicative Effects of Learning Engagement on Learning Outcome Satisfaction in English Classrooms

本研究基于对1055名英语专业大学生的调查,采用结构方程模型考察了课堂学习投入对学习收获满意度的预测效应。结果显示:1)英语课堂学习投入构成维度的内部路径协同是预测学习收获满意度的默认模式,情感投入与认知投入都对行为投入产生正向影响,认知投入则是情感投入影响行为投入的中介;2)情感投入对学习收获满意度的预测效应高于认知投入;3)情感投入是行为投入的引擎,认知投入是行为投入的核心,二者对行为投入的启动不足,导致行为投入未能对学习收获满意度产生显著影响。上述发现有助于深化学习投入研究,对优化英语课堂教学实践及学习结果亦有启发意义。

This study examined the predicative effects of learning engagement on learning outcome satisfaction by the application of structural equation modeling.Statistical analyses were performed on the survey data collected from 1055 English majors.Results revealed that emotional and cognitive engagement both contributed to behavioral engagement with cognitive engagement functioning as the mediator.The synergistic effect among the three dimensions was the default to predicate learning outcome satisfaction.Emotional engagement had higher predicative efficacy for learning outcome satisfaction than cognitive engagement,while the effect of behavioral engagement was insignificant due to insufficient triggering by emotional engagement as the engine and cognitive engagement as the core.The findings could enrich the literature of learning engagement and help optimize teaching practices as well as learning outcomes in English classrooms.