评估中国中学EFL学习者的学术动机:验证和测量不变性
Xia Kang1, Dongpin Hu2, Yajun Wu3
1School of Mathematics and Information Science, Guangzhou University, Guangzhou, China.
BMC psychology
|March 13, 2025
概括
这项研究适应了中国中学英语外语 (EFL) 学习者的学术动机量表 (AMS). 经过验证的尺度显示了动机与教师支持,参与和成就的联系.
科学领域:
- 教育心理学教育心理学
- 获得第二语言的学习.
背景情况:
- 自决理论 (SDT) 支持动机测量.
- 现有的学术动机量表 (AMS) 缺乏对英语作为外语 (EFL) 语境的领域特异性.
- 中国拥有世界上最大的EFL学习者人口,需要量身定制的动机评估.
研究的目的:
- 为中国中学EFL学习者适应AMS.
- 通过网络内部和网络间的方法来验证适应的规模.
- 调查学术动机与这一群体的关键教育成果之间的关系.
主要方法:
- 为中国的EFL环境调整AMS.
- 使用项目分析,内部一致性和确认因素分析 (CFA) 的心理测量验证.
- 结构方程建模 (SEM) 来检查动机与教师支持,参与和成就的关系.
主要成果:
- 28项EFL特定的AMS表现出强大的心理测量特性,具有七个因素的结构.
- 该尺度显示了性别和年级水平的不变性.
- 内在和外在的动机与教师的支持,参与和成就有积极的相关性;动机显示反向关联.
结论:
- 适应的EFL特定的AMS是中国中学生的有效和可靠的措施.
- 学术动机与教师对EFL学习的感知支持,参与和成就密切相关.
- 研究结果支持SDT在不同教育环境中的特定领域应用.
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