激励途径从感知到教师支持到学生参与EFL课程
1Department of Foreign Languages, Shangqiu Normal University, Shangqiu, China.
Frontiers in psychology
|December 8, 2025
概括
感知到的教师支持通过增强动机信念来提高学生对英语作为外语 (EFL) 阅读课程的参与度. 这种心理机制改善了中国大学生的行为,情感和认知参与.
科学领域:
- 教育心理学教育心理学
- 获得第二语言的学习.
- 应用语言学 应用语言学
背景情况:
- 学生的参与对于英语作为外语 (EFL) 的学术成功至关重要.
- 了解教师支持和学生参与之间的心理调解者对于有效的教学至关重要.
- 现有的研究强调了语言学习中的动机因素的重要性,但具体的途径需要进一步研究.
研究的目的:
- 调查心理机制,将感知到的教师支持与中国大学EFL阅读课程中的学生参与联系起来.
- 检查自我效能和内在目标导向在教师支持和多方面的学生参与之间的关系中扮演的调解角色.
- 在EFL背景下为社会支持理论和预期价值理论等理论框架提供经验证据.
主要方法:
- 使用结构方程建模 (SEM) 分析了来自524名本科EFL学习者的数据.
- 这项研究衡量了教师的感知支持,自我效能,内在目标导向以及行为,情感和认知参与.
- 使用统计分析来测试假设的调解途径.
主要成果:
- 感知到的教师支持显著预测了自我效能和内在目标导向.
- 激励信念 (自我效能和内在目标导向) 显著调解了教师支持和学生参与之间的关系.
- 感知到更高水平的教师支持与通过增强的动机信念增加的行为,情感和认知参与有关.
结论:
- 教师支持在促进学生参与EFL阅读方面发挥着至关重要的作用,通过积极影响动机信念.
- 旨在加强教师支持的干预措施可以有效地提高学生对语言学习的动机和参与度.
- 这些发现为教育工作者和机构提供了实用的见解,旨在通过心理和上下文策略优化EFL学习环境.
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