教师支持与大学生外语学习投入的关系探究——学业情绪的多重中介作用

The Effects of Teacher Support on Students' Engagement in Foreign Language Classrooms:Multiple Mediating Role of Academic Emotions

本研究考察了外语课堂中教师支持对大学生外语学习投入的作用路径,并建立多重中介模型检验学业情绪(愉悦、焦虑和无聊)在教师支持与外语学习投入之间的中介作用。642名非英语专业大学生参与了问卷调查,研究显示:(1)大学生在外语课堂中感知的教师支持和学习投入总体处于中等偏上水平,并且体验到更多的愉悦情绪、更少的焦虑和无聊情绪;(2)外语学习投入水平存在显著的性别差异,女生的外语学习投入水平显著高于男生;(3)外语学习投入与教师支持、愉悦情绪显著正相关,与焦虑情绪显著负相关,与无聊情绪相关不显著;(4)大学生感知的教师支持能够显著正向预测其外语学习投入,并且通过愉悦、焦虑情绪显著间接预测外语学习投入。

This study aimed to examine the relationship between teacher support and university students' engagement in foreign language(FL)classrooms,as well as the mediating role of foreign language enjoyment(FLE),foreign language anxiety(FLA),and foreign language boredom(FLB) through multiple mediation model.A total of 642 nonEnglish majors participated in the survey.The results indicated that:(1) students had relatively high levels of teacher support and engagement in FL classrooms,and they experience more FLE,less FLA and FLB;(2) there were significant differences in students' engagement according to their gender,and female students' engagement was significantly higher;(3) a positive correlation was found between teacher support,FLE and students' engagement,and a negative correlation between FLA and engagement,and there was no significant correlation between FLB and engagement;(4) teacher support significantly and positively predicted students' engagement and indirectly predicted their engagement via FLE and FLA.