大学EFL学习者之间的正念和拖延:注意力控制和自我调节学习的作用
Fatemeh Sadat Taghavi-Nejad1, Nasser Fallah1, Behruz Lotfi Gaskaree1
1Department of English Language, University of Zabol, Zabol, Iran.
Psychological reports
|September 27, 2024
概括
正念积极影响英语作为外语 (EFL) 学习者的自我调节学习和注意力控制,间接减少拖延. 这些发现提供了对学术成功策略的见解.
科学领域:
- 教育心理学教育心理学
- 获得第二语言的学习.
- 认知心理学 认知心理学
背景情况:
- 拖延对于英语作为外语 (EFL) 学习者来说是一个重大挑战.
- 正念,自我调节学习 (SRL) 和注意力控制是学术环境中关键的认知和行为因素.
研究的目的:
- 研究伊朗EFL学习者的正念,SRL,注意力控制和拖延之间的关系.
- 检查SRL和注意力控制在正念和拖延之间的联系中的中介作用.
主要方法:
- 一项涉及伊朗272名大学EFL学生的定量研究.
- 通过自我报告问卷收集的数据.
- 用结构方程建模和调解分析来测试拟议的模型.
主要成果:
- 较高的SRL和注意力控制水平与延迟的减少有关.
- 正念直接预测了SRL和注意力控制.
- 正念通过SRL和注意力控制的调解效应间接影响了拖延.
结论:
- 在EFL学习者中,正念是提高SRL和注意力控制的重要因素.
- 旨在改善正念的干预措施可以通过促进SRL和注意力控制来帮助减少EFL环境中的拖延.
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