边疆民族地区高中生英语焦虑对英语成绩的影响:自我效能感和元认知的中介作用

The Influence of English Anxiety on English Achievement among senior High School Students in Border Ethnic Areas:The Mediating Role of Self-Efficacy and Metacognition

本研究旨在探讨边疆民族地区高中生英语焦虑对英语成绩的影响,以及自我效能感和元认知的中介作用。通过采用英语焦虑量表、中学生英语学习自我效能感量表和中学生英语元认知量表对652名边疆高中生进行测量,研究运用结构方程模型探讨英语焦虑在英语成绩中的内在作用机制,结果发现:(1)英语焦虑显著负向预测英语自我效能感、英语元认知和英语成绩;(2)英语自我效能感显著正向预测英语元认知和英语成绩,英语元认知显著正向预测英语成绩;(3)英语焦虑除了直接作用于高中生的英语成绩,还可以通过英语自我效能感进而通过英语元认知间接影响英语成绩,即英语自我效能感和英语元认知在英语焦虑和英语成绩之间起链式多重中介作用。

The aim of this article is to explore the impact of English anxiety on English performance among senior high school students in border areas inhabited by ethnic minority groups,as well as the mediating role of self-efficacy and metacognition.By using the English Anxiety Scale,the Self-efficacy Scale for English Learning,and the Metacognition Scale for English Learning,652 high school students from border ethnic areas were measured.The study employed a structural equation model to examine the underlying mechanisms of English anxiety in English performance.The results showed that:(1)English anxiety significantly negatively predicts English self-efficacy,English meta-cognition and English scores.(2)English self-efficacy significantly positively predicts English meta-cognition and English scores,and English meta-cognition significantly positively predicts English scores.(3)English self-efficacy and English meta-cognition play a chain multiple mediating role in English anxiety and English scores.