揭示学生对教师支持的感知与学生参与EFL学习之间的关系:自我有效性的调解作用
Junjian Liang1, Anne Li Jiang2, Yidan Jin3
1School of International Studies, Northeast Normal University, Changchun, China.
BMC psychology
|December 5, 2025
概括
学生 学生 学生 学生 学生
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:
- 学生的参与对于有效学习英语作为外语 (EFL) 环境至关重要.
- 影响学生参与EFL环境的因素需要进一步调查.
- 这项研究重点关注中国的EFL学习者.
研究的目的:
- 调查教师支持和自我效能对学生参与度的影响.
- 检查自我效能在教师支持和参与之间的关系中扮演的调解角色.
- 在EFL学习的背景下扩展社会认知理论 (SCT).
主要方法:
- 对2263名参与者进行了定量调查.
- 用于数据分析的结构方程建模 (SEM).
- 使用的是SPSS 23.0和AMOS 26.0软件.
主要成果:
- 感知到的教师支持积极预测了自我效能和学生参与.
- 自我有效性直接影响了学生的参与.
- 自我有效性部分介绍了教师支持和学生参与之间的联系.
结论:
- 感知到的教师支持和自我效能是学生参与中国EFL环境的关键驱动力.
- 这些发现为EFL环境中的SCT提供了经验支持.
- 教师可以利用这些见解来制定有针对性的干预措施,以改善语言学习成果.
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