在EFL学习者中解开任务参与度,成就情绪和情绪调节之间的关系:网络分析
Anne Li Jiang1, Ke Sun1, Junjian Liang1
1School of International Studies, Northeast Normal University, Changchun, China.
Perceptual and motor skills
|March 13, 2025
概括
这项研究揭示了在英语语言学习中情绪,参与和情绪调节之间的关键联系. 享受和认知评估对学生来说至关重要.
科学领域:
- 教育心理学教育心理学
- 获得第二语言的学习.
- 认知科学 认知科学
背景情况:
- 了解情绪,参与和情绪调节之间的相互作用对于有效的学习环境至关重要.
- 现有的理论,如情绪调节的过程模型和控制价值理论,为分析这些关系提供了框架.
- 复杂动态系统理论提供了一个镜头来检查这些心理结构的相互联系.
研究的目的:
- 研究任务参与,成就情绪 (快乐,无聊,焦虑) 和情绪调节策略之间的关系网络.
- 在这些结构中,在英语外语 (EFL) 课程中,在中国大学生中识别中心节点和关键关联.
- 为EFL环境中影响学术参与的情感动态提供经验洞察力.
主要方法:
- 通过网络分析,研究了348名中国大学生之间的关系.
- 收集了有关任务参与,成就情绪 (快乐,无聊,焦虑) 和情绪调节策略的数据.
- 理论框架包括情绪调节的过程模型,控制-价值理论和复杂动态系统理论.
主要成果:
- 认知评估,享受和情绪参与成为连接任务参与,成就情绪和情绪调节的中心节点.
- 享受与任务参与方面有着强烈的外围联系,与认知重新评估正相关,与无聊负相关.
- 表达式抑制与无聊和焦虑有关,而认知重新评估与社会参与有关;在任务参与和焦虑或情绪抑制之间没有发现直接联系.
结论:
- 这项研究强调了认知评估和享受在促进任务参与和积极的成就情绪在EFL学习中的重要作用.
- 不同的情绪调节策略与参与和情绪有着不同的关联,这表明定制干预可能是有益的.
- 研究结果为支持学生参与外语教育的情感架构提供了新的见解.
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