在中国中学学生中,控制价值评估,成就情绪和英语表现
Meihua Liu1, Ning Du2, Xinmiao Li3
1Tsinghua University, China.
Acta psychologica
|October 12, 2025
概括
学生对控制和价值的情绪和信念会影响英语学习,但不会直接预测成绩. 像希望和愤怒这样的成就情绪对英语成绩产生了积极的影响,而焦虑和绝望则对它们产生了负面影响.
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:
- 成绩情绪的控制价值理论为理解学生的动机和表现提供了一个框架.
- 在外语学习中,认知评估,情绪和学术成果之间的相互作用正在进行研究.
研究的目的:
- 研究中国中学学生的控制价值评估,成就情绪和英语表现之间的关系.
- 检查控制价值评估和成就情绪对英语成绩的预测作用.
- 在这种情况下,探索成就情绪的潜在调解效应.
主要方法:
- 来自中国北方一所中学的347名八年级学生参与了这项研究.
- 通过英语测试和调查问卷收集数据,评估对照评估,价值评估,成就情绪和背景信息.
- 为了分析数据,使用了统计分析,包括调解建模.
主要成果:
- 感知控制正面预测了积极的情绪,负面预测了负面的情绪.
- 感知价值积极预测了积极的情绪,焦虑和羞耻,而相反地预测了愤怒和无聊.
- 既没有感知到的控制,也没有感知到的价值直接预测英语表现.
- 希望和愤怒积极预测英语表现,而焦虑和绝望则负面预测.
- 在对照值评估和英语表现之间没有发现成就情绪的显著调解效应.
结论:
- 控制和价值评估显著影响学生在英语学习中的成绩情绪.
- 成就情绪,特别是希望,愤怒,焦虑和绝望,直接预测英语表现.
- 控制价值评估对英语表现的直接影响并非由这一群体的成就情绪介导.
- 研究结果强调了第二/外语教育中认知,情感和绩效因素的复杂相互作用.
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