外语成长型思维与写作反馈寻求行为路径探究——有调节的中介模型

Exploring the Influence of Foreign Language Growth Mindset on College English Writing Feedback Seeking Behavior:A Moderated Mediation Model

本研究从积极心理学视角考察外语成长型思维对外语写作反馈寻求行为(FSB)的影响路径,拟验证外语写作效能感作为中介变量、性别和年级作为调节变量的结构方程模型。结果发现:(1)外语成长型思维可直接预测反馈监控,但不能直接预测反馈问询;(2)外语写作效能感能部分中介外语成长型思维和反馈监控的关系,并完全中介外语成长型思维与反馈问询的关系;(3)性别可显著调节写作效能感与反馈监控及反馈问询的关系;(4)年级可显著调节写作效能感与反馈问询的关系。本研究可更好地帮助解释个体在寻求写作反馈上的行为差异及其成因,为外语写作研究及教学带来启示。

From the perspective of positive psychology,the current study aims to explore the path from foreign language growth mindset to L2 writing feedback seeking behavior,and test if writing self-efficacy could mediate this path and if gender and grade are moderators.Structural equation model analysis finds that(1)foreign language growth mindset directly influences feedback monitor but not feedback inquiry;(2)writing self-efficacy partially mediates the path between growth mindset and feedback monitor but fully mediates the path between growth mindset and feedback inquiry;(3)gender moderates the path from writing self-efficacy to both feedback monitor and feedback inquiry;(4)grade moderates the relation between self-efficacy and feedback inquiry.It is hoped that the current study facilitates understanding of the individual differences and factors influencing L2 writing feedback seeking behaviors,and it helps to optimize the effect of teacher feedback.