积极的情绪,自我调节能力和EFL表现在中国高级高中背景下
Shengji Li1, Hanwei Wu2, Yunsong Wang3
1School of International Education, North China University of Water Resources and Electric Power, Zhengzhou city, Henan province, China.
Acta psychologica
|January 17, 2024
概括
这项研究发现,乐趣,希望和骄傲等积极情绪显著影响中国学生的英语外语 (EFL) 成绩. 自律能力在这种关系中充当部分调解者,支持控制价值理论.
科学领域:
- 教育心理学教育心理学
- 获得第二语言的学习.
- 积极心理学的积极心理学.
背景情况:
- 现有的关于外语英语 (EFL) 学习的研究主要针对负面情绪,忽略了积极的情绪.
- 自律是积极心理学的一个构造,越来越多地被认为是它在学习中的作用.
- 积极情绪通过认知因素对EFL表现的影响,特别是在中国的背景下,仍然未得到充分研究.
研究的目的:
- 研究自我调节能力在积极情绪 (快乐,希望,自豪感) 与EFL表现之间的关系中的调解作用.
- 考虑到文化和考试压力,研究中国高中学生之间的这些动态.
- 为了测试控制值理论 (CVT) 在这个特定的教育环境中的适用性.
主要方法:
- 一项涉及330名中国三年级高中学生的定量研究.
- 通过纸和笔问卷收集数据,评估积极情绪和自我调节能力.
- 使用描述性统计,相关性和调解分析进行统计分析 (SPSS 26, PROCESS V3.3).
主要成果:
- 学生们报告了低享受和自豪感,适度的希望,以及各种各样的自我调节能力 (低意识,目标,情绪控制;适度的无聊控制).
- 在积极情绪,自我调节能力组件和EFL表现之间发现了显著和实质性的关联.
- 自律能力被确定为部分调解者,解释了积极情绪对EFL表现的影响的一部分.
结论:
- 积极的情绪在中国高中生EFL表现中起着至关重要的作用,通过自我调节能力来调解.
- 这些发现支持控制-价值理论框架,以理解语言学习中的情感-认知-表现联系.
- 对教育工作者来说,它有助于培养积极的情绪和自我调节,以提高EFL结果.
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