EFLの文脈における自己効能と学習関与:喜び,不安,退屈の適度な仲介モデル
Tongtong Yang1, Wei Xu1, Haomin Tommy Li1
1Faculty of Humanities and Social Sciences, City University of Macau, Macau, China.
Acta psychologica
|February 12, 2026
まとめ
学生の自己効能は,英語学習への関与を,特に楽しみを通じて高める. 不安がこの道を妨げ,退屈が驚くほどそれを増幅し,教育者のための洞察を提供している.
科学分野:
- 教育心理学の教育心理学について
- 第二言語の習得について
- 学習における感情的要因
背景:
- 学習者のエンゲージメントは,言語習得の成功にとって極めて重要です.
- 外国語としての英語 (EFL) のコンテキストへの関与に影響を与える感情的および動機付けの要因は,さらなる調査を必要とします.
- 自己効能,感情,およびエンゲージメントの相互作用を理解することは,効果的な教育学にとって不可欠です.
研究 の 目的:
- EFL学習者の自己効力感とエンゲージメントの関係における楽しみの仲介的役割を検証する.
- 自己効能,快楽,およびエンゲージメントを結びつける感情的経路に対する不安と退屈の緩和効果を調査する.
- EFL学習者のエンゲージメントを高めるための理論的・実践的枠組みを提供すること.
主な方法:
- 中国の大学でEFLを学ぶ940人の調査データを活用した定量的なアプローチ.
- モデレートされたメディエーションモデルをテストするために,ヘイズのPROCESSマクロを使用した回帰ベースの経路分析.
- 直接的,間接的,および控えめな影響を決定するための統計分析.
主要な成果:
- 自己効能は,EFLの学習者のエンゲージメントを,直接的または間接的に,楽しむことによって肯定的に予測しました.
- 不安は,自己効力感から快楽,快楽から関わりへの経路を著しく弱めた.
- 退屈は,負の相関にもかかわらず,自己効能とエンゲージメントへの喜びのポジティブな効果を拡大しました.
結論:
- 効率性の信念と業績の感情は,EFLの環境における教室での関与を共同で影響する.
- 教育戦略は,不安を和らげながら,自己効能と喜びを育むことに焦点を当てるべきです.
- 退屈感は,教師が感情的サポートと指導戦略を適応させるための指標として役立つ.
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