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了解翻译技术能力的心理路径:EFL学生的情绪智能,自尊和创新能力
Junfeng Zhao1, Xiang Li2,3, Jin Wei1
1Center for Translation Studies, Guangdong University of Foreign Studies, Guangzhou, Email, 510420, People's Republic of China.
BMC psychology
|January 25, 2025
概括
情绪智能,自尊和创新能力显著提高学生的翻译技术能力 (TTC). 自尊和创新能力顺序调解了EFL学生的情绪智力和TTC之间的联系.
科学领域:
- 翻译研究 翻译研究
- 教育心理学教育心理学
- 人与计算机的交互
背景情况:
- 信息技术和人工智能的快速发展要求翻译人员具备高技术能力.
- 之前的研究发现了情绪智能,自尊和创新对翻译能力的独立影响.
- 在理解这些心理因素如何影响学生翻译员对翻译技术的熟练程度方面存在差距.
研究的目的:
- 研究EFL学生的情绪智能,自尊,创新能力和翻译技术能力 (TTC) 之间的关联.
- 检查自尊和创新能力在情绪智能和TTC之间的关系中扮演的调解角色.
- 通过心理和教学策略,为增强TTC提供见解.
主要方法:
- 使用在线问卷调查的定量方法.
- 从663名高级英语作为外语 (EFL) 学生收集的数据.
- 统计分析包括描述性统计,结构方程建模和引导方法.
主要成果:
- 情绪智能,自尊和创新能力是TTC的重要预测因素.
- 自尊和创新能力充当了独立和连续的调解者.
- 这些心理因素总的来说解释了TTC差异的很大一部分.
结论:
- 心理因素对于发展翻译技术能力至关重要.
- 课程应整合战略,以促进情绪智能,自尊和创新.
- 这些干预措施可以更好地为学生准备技术驱动的语言服务市场.
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