学术自我效能如何影响学习焦虑和学术倦怠在中国国际学生中学习的汉字?
1Faculty of Humanities and Foreign Languages, Xi'an University of Technology, Xi'an, China.
Frontiers in psychology
|July 16, 2025
概括
国际学生的学习焦虑显著增加了学术倦怠,学术自我效能作为一个关键的调解者. 了解这些因素是学生福祉和学术成功的关键.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 语言学的语言学.
背景情况:
- 学习自我效能,焦虑和倦怠在ESL环境中得到了很好的研究.
- 获得中文字符带来了独特的认知和情感挑战.
- 在非字母学习语言学习中,这些构造的具体动力学尚未得到充分探索.
研究的目的:
- 研究学习焦虑 (LA) 对学术倦怠 (AB) 的影响.
- 检查学术自我效能 (ASE) 在LA-AB关系中的调解作用.
主要方法:
- 对中国537名国际学生进行调查.
- 使用了学术自我效能度量 (ASES),外语学习焦虑度量 (FLLAS) 和学术倦怠度量 (ABS).
主要成果:
- 学习焦虑与学术倦怠正相关,与自我效能负相关.
- 学术自我效能调解了学习焦虑和学术倦怠之间的关系.
- 学年级,睡眠质量,父母教育和外向影响了这些变量.
结论:
- 一个连锁调解模型阐明了学习焦虑如何导致国际学生的学术倦怠.
- 研究结果为针对学习焦虑和学术倦怠的干预提供了实际见解.
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