教师自主支持对西藏高校英语专业大学生能动性投入的影响

Impact of Student-Perceived Teachers’ Autonomy Support on Their Agentic Engagement among Undergraduates Majoring in English at Universities in Xizang

为探讨教师自主支持对西藏高校英语专业大学生能动性投入的影响机制,本研究采用了量表组合问卷——《教师自主支持量表》《基本心理需求满足量表》以及《能动性投入量表》对西藏高校英语专业大学生进行调查,共回收308份有效问卷。研究表明:感知教师自主支持对西藏高校英语专业本科生能动性投入具有正向预测作用。学生基本心理需求满足在教师自主支持和西藏高校英语专业本科生能动性投入之间起到部分中介作用。这一结果有助于加深理解教师自主支持方式,深入认识影响西藏高校英语专业本科生英语学习能动性投入的诸因素及其相互关系,为创造自主性英语课堂教学环境提供指导。同时有助于英语教师识别学生的内在动机资源,即学生的心理需求满足,提高学生学业成就。

To explore the impact mechanism of student-perceived teachers’ autonomy support on their agentic engagement among undergraduates majoring in English at universities in Xizang, this study utilized a combination of scales including the Teacher Autonomy Support Scale, the Basic Psychological Needs Satisfaction Scale, and the Agentic Engagement Scale to conduct a survey among undergraduate students majoring in English in at universities in Xizang, collecting 308 valid questionnaires in total. The findings indicate that student-perceived teachers’ autonomy support positively predicts the agentic engagement of these undergraduates. Basic psychological needs satisfaction plays a partial mediating role between teachers’ autonomy support and the agentic engagement. These results help deepen the understanding of the way teachers offer autonomy support, influencing factors which affect the agentic engagement in English learning among these students and the interrelationship between teachers’ autonomy support and students’ agentic engagement, providing guidance for creating an autonomous English classroom teaching environment. This also aids English teachers in recognizing students’ intrinsic motivational resources, namely their psychological needs satisfaction, to enhance students’ academic achievement.