学術的な自己概念は,中国語のEFL大学の授業で英語の成績にどのように貢献していますか?
Xiao Zhou1, Sidhu Gurnam Kaur2
1School of Foreign Studies, Guangdong University of Science and Technology, Dongguan, China.
Frontiers in psychology
|February 20, 2026
まとめ
アカデミックな自己概念と浮気力は,中国のEFL学生の英語スキルを高めます. しかし,高い個人的なベスト・ゴールは,英語の成績に対する浮気力のポジティブな影響を弱める可能性があります.
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
背景:
- 学術的な自己概念と浮気力は,学生の成功の鍵です.
- これらの要因を理解することは,外国語としての英語 (EFL) の学習者にとって非常に重要です.
研究 の 目的:
- 中国人EFL学生の英語成績に対する学術的自己概念の影響を調査する.
- 学術的浮揚力の仲介的役割と,個人的なベストの調節的役割を検討する.
主な方法:
- 中国の364人の大学生を対象とした調査データです.
- データ分析のための部分最小二乗構造方程式モデリング (PLS-SEM).
主要な成果:
- 学術的な自己概念は,学術的な浮気と英語の成績を肯定的に予測しました.
- 学術的活力は,学術的な自己概念と英語の成績の関係に部分的に仲介した.
- パーソナル・ベスト・オリエンテーションは,学業の浮気力が英語の成績に与える影響を否定的に緩和した.
結論:
- アカデミックな自己概念と浮気力は,英語の成功に不可欠です.
- 教育者は,学習成果を最大化するために,個人的な最善の目標設定を慎重に管理しながら,自信と回復力を育てるべきです.
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