感知学校气氛对大学生英语学习投入的影响:二语动机自我系统的中介作用

The Influence of Perceived School Climate on University Students’ English Engagement: The Mediating Role of L2 Motivational Self System

为研究学校气氛对大学生英语学习投入的影响及其作用机制,本研究采用感知学校气氛量表、英语学习投入量表和二语动机自我系统量表对中国西南地区某综合性高校的320名本科生进行了问卷调查,并对调查数据实行了定量分析。结果发现:1) 感知学校气氛与英语学习投入呈显著正相关,与二语动机自我系统中的理想二语自我、英语学习经历呈显著正相关,二语动机自我系统与英语学习投入呈显著正相关;2) 感知学校气氛显著正向预测英语学习投入,二语动机自我系统在感知学校气氛与英语学习投入之间起部分中介作用。

In order to study the influence of school climate on university students’ English learning engagement and its mechanism, this study conducted a questionnaire survey on 320 undergraduate students at a university in southwestern China using the Perceived School Climate Scale, the English Learning Engagement Scale and the L2 Motivation Self System Scale. The results showed that: 1) There was a significant positive correlation between perceived school climate and English learning engagement, a significant positive correlation with the ideal L2 self and English learning experience in the L2 motivational self system, and a significant positive correlation between the L2 motivational self system and English learning engagement;2) Perceived school climate significantly positively predicted English learning engagement, and the second language motivational self system played a partial mediating role in the relationship between perceptual school climate and English learning engagement.