情绪调节和对学术压力的感知作为第二语言学习中学术动机的关键预测因素
1Postdoctoral Researcher, School of Foreign Languages, Peking University, Beijing, China.
PloS one
|August 18, 2025
概括
有效的情绪调节可以提高中国ESL大学生的学术动力. 相反,高学术压力,特别是工作量和考试,显著阻碍了动机,强调了需要支持性的学习环境.
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.
- 获得第二语言的学习.
背景情况:
- 动机是行为的一个关键驱动因素,受心理因素的影响.
- 情绪调节和学术压力感知在第二语言 (L2) 学习中至关重要.
- 关于它们在L2动机中的相互作用存在有限的研究.
研究的目的:
- 研究情绪调节,学术压力和学术动机之间的关系.
- 为了检查这些因素在中国大学的学生学习英语作为第二语言.
主要方法:
- 一个方便的样本1189中国大学生.
- 对情绪调节,学术压力和学术动机进行验证的问卷.
- 皮尔森相关性和多重回归分析.
主要成果:
- 情绪调节与学术动机正相关 (r=0.73).
- 学术压力与学术动机有负相关性 (r=-0.75).
- 情绪调节解释了44.2%的动机变异;认知重新评估是关键.
- 学业压力,特别是工作量和考试,负面预测了动机.
结论:
- 情绪调节对于提高L2学术动机至关重要.
- 学业压力显著削弱了学生的动力.
- 干预措施应侧重于改善情绪调节和减轻学术压力.
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