揭露影响:自我效能,内在动机和测试焦虑如何塑造L2学习者机构
Yu Cui1, Lingjie Tang2, Yifei Chen3
1School of Foreign Studies, Xi'an Jiaotong University, Xi'an, Shaanxi, China. yucui@stu.xjtu.edu.cn.
Journal of psycholinguistic research
|November 13, 2025
概括
在第二语言学习 (SLA) 中,学习者代理受自我效能和内在动机的影响. 自我有效性直接影响主动性,而内在动机间接影响它,测试焦虑没有显著联系.
科学领域:
- 获得第二语言 (SLA)
- 教育心理学教育心理学
- 语言教育研究 语言教育研究
背景情况:
- 在L2教育中,学习者代理越来越被认可.
- 自我有效性,内在动机和测试焦虑对L2代理的具体影响需要进一步澄清.
- 了解这些心理因素对于有效的L2学习环境至关重要.
研究的目的:
- 系统地检查自我效能,内在动机和测试焦虑对L2学习者机构的影响.
- 在统一的框架内调查这些单个因素之间的相互关系.
- 提供关于这些因素如何塑造L2机构发展的全面视角.
主要方法:
- 一项混合方法研究,涉及中国三所公立大学的203名L2学习者.
- 定量分析评估自我效能,内在动机,测试焦虑和L2代理之间的关系.
- 探索这些心理变量对学习者主动性的直接和间接影响.
主要成果:
- L2学习者表现出适度的自我效能,内在动机和主动性,考试焦虑低.
- 自我有效性和内在动机与L2代理相互关联.
- 内在动机调解了自我效能和代理之间的关系,而自我效能则对代理产生了直接影响. 测试焦虑与机构没有显著的关系.
结论:
- 自我效能和内在动机是影响L2学习者行动的关键心理因素.
- 教育策略应侧重于提高自我效能和内在动机,以培养学习者的行动能力.
- 这些发现为教育工作者和学习者提供了实际的见解,以改善L2获取过程.
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