外国语言的好奇心和害羞如何塑造学习参与,情绪作为调解角色
1College of foreign language and literature, Northwest Normal University, Anning District, Lanzhou, 730070, PR China.
Acta psychologica
|January 27, 2026
概括
好奇心会对外语学习产生积极影响,而害羞会阻碍学习. 诸如快乐和焦虑之类的情绪调解了这些影响,为量身定制的教学策略提供了见解.
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:
- 了解影响外语课堂参与的因素对于有效的教学至关重要.
- 人格特征和情绪被认为是学习成果的重要,但复杂的贡献者.
研究的目的:
- 研究个性特征 (害羞,好奇) 和外语情绪对中国本科生学习泰语课堂参与的直接和间接影响.
- 探索特定情绪在个性与参与之间的关系中的调解作用.
- 分析这些变量的网络结构和好奇心和参与之间的非线性关联.
主要方法:
- 使用结构方程建模 (SEM) 来分析339名中国本科生的数据.
- 进行调解分析以确定间接途径.
- 心理网络分析被用来检查可变的相互关系.
主要成果:
- 害羞对外语学习产生了负面影响,而好奇心则产生了积极的,更强大的影响.
- 诸如快乐,心灵平静,焦虑和无聊之类的情绪充当了人格特征和参与之间的调解者.
- 参与是网络结构的核心,并且在好奇心和参与之间观察到非线性,反转的U关系.
结论:
- 好奇心和特定的情绪状态是外国语言课堂参与度的关键预测因素.
- 教学策略应该利用好奇心和管理负面情绪来促进参与.
- 建议采用量身定制的教学方法,以提高学生在外语学习环境中的参与度.
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