本研究旨在调查大学生在外语课堂中的感知教师支持、外语愉悦和外语学习投入之间的关系。为此作者招募了477名大学生填写了在线问卷,并采用SPSS27.0进行描述性分析、相关分析、回归分析和中介效应检验。结果表明,在外语课堂中大学生的...本研究旨在调查大学生在外语课堂中的感知教师支持、外语愉悦和外语学习投入之间的关系。为此作者招募了477名大学生填写了在线问卷,并采用SPSS27.0进行描述性分析、相关分析、回归分析和中介效应检验。结果表明,在外语课堂中大学生的感知教师支持、外语愉悦和外语学习投入水平均为中等偏高;其感知教师支持、外语愉悦和外语学习投入之间均存在显著的正相关;外语愉悦部分中介了感知教师支持对外语学习投入的影响。最后,作者提出了本研究对教育工作者及研究人员的启示以及未来的研究方向。The purpose of this study is to investigate the relationships among perceived teacher support, foreign language enjoyment, and foreign language learning engagement among college students. To this end, the author recruited 477 college students to complete an online questionnaire and employed SPSS27.0 for descriptive analysis, correlation analysis, regression analysis, and mediation effect testing. The results indicate that the levels of perceived teacher support, foreign language enjoyment, and foreign language learning engagement among college students are moderately high;there are significant positive correlations among perceived teacher support, foreign language enjoyment, and foreign language learning engagement;and foreign language enjoyment fully mediates the influence of perceived teacher support on foreign language learning engagement. Finally, the author presents the implications of this study for educators and researchers, as well as directions for future research.展开更多
文摘本研究旨在调查大学生在外语课堂中的感知教师支持、外语愉悦和外语学习投入之间的关系。为此作者招募了477名大学生填写了在线问卷,并采用SPSS27.0进行描述性分析、相关分析、回归分析和中介效应检验。结果表明,在外语课堂中大学生的感知教师支持、外语愉悦和外语学习投入水平均为中等偏高;其感知教师支持、外语愉悦和外语学习投入之间均存在显著的正相关;外语愉悦部分中介了感知教师支持对外语学习投入的影响。最后,作者提出了本研究对教育工作者及研究人员的启示以及未来的研究方向。The purpose of this study is to investigate the relationships among perceived teacher support, foreign language enjoyment, and foreign language learning engagement among college students. To this end, the author recruited 477 college students to complete an online questionnaire and employed SPSS27.0 for descriptive analysis, correlation analysis, regression analysis, and mediation effect testing. The results indicate that the levels of perceived teacher support, foreign language enjoyment, and foreign language learning engagement among college students are moderately high;there are significant positive correlations among perceived teacher support, foreign language enjoyment, and foreign language learning engagement;and foreign language enjoyment fully mediates the influence of perceived teacher support on foreign language learning engagement. Finally, the author presents the implications of this study for educators and researchers, as well as directions for future research.
