正念,动机和自我调节在预测L2成就中的相互作用:一项混合方法研究
Jalil Fathi1, Alireza Aghamirzaei1
1Department of English and Linguistics, Faculty of Language and Literature, University of Kurdistan, Sanandaj, Iran.
Acta psychologica
|December 13, 2025
概括
正念和有动机的行为通过提高学习者自我调节来显著提高英语外语 (EFL) 成绩. 这些因素直接和间接地提高了语言技能,使学生和教育工作者都受益.
科学领域:
- 获得第二语言的学习.
- 教育心理学教育心理学
- 认知科学 认知科学
背景情况:
- 了解影响第二语言 (L2) 成绩的因素对于有效的教学至关重要.
- 在L2学习中,正念,动机和自我调节等心理构造的作用需要进一步阐明.
- 中级英语外语 (EFL) 学习者经常面临挑战,这突出了需要支持性学习策略的需要.
研究的目的:
- 调查正念和动机行为对EFL中级学习者L2成就的直接和间接影响.
- 检查自我调节在正念,动机行为和L2成就之间的关系中的调解作用.
- 探索通过这些心理因素影响语言学习成果的定性机制.
主要方法:
- 一种混合方法方法,将定量和定性数据收集结合起来.
- 定量阶段涉及347名EFL中级学习者完成自我报告表和IELTS能力测试.
- 定性阶段包括深入访谈和焦点小组,以获得细微的见解.
主要成果:
- 认真和有动机的行为被确定为L2成就的重要预测因素.
- 正念和有动机的行为都与L2成就有直接的积极关联.
- 自律显著调解了正念,动机行为和L2成就之间的关系,证实了它的关键作用.
结论:
- 正念和有动机的行为是积极影响EFL学习者L2成就的关键心理因素.
- 自律作用作为一个关键的调解者,放大正念和动机对语言学习的积极影响.
- 这些发现为开发有针对性的干预措施提供了实际意义,以加强L2学习策略和成果.
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