微系统组件和青春期的EFL成就:网络分析
Tao Wang1, Qi Zhou1, Keyi Yin1
1School of Psychology, Qufu Normal University, 57 Jingxuan West Rd, Qufu, Jining, Shandong, 273165, China.
Acta psychologica
|February 6, 2026
概括
学生参与,教师支持和家庭SES积极影响英语学习. 父母的支持对于将不同环境因素与青少年的外语学习联系起来至关重要.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 社会语言学 社会语言学
背景情况:
- 生态系统理论为理解各种环境环境如何影响发展提供了一个框架.
- 青少年的外语英语 (EFL) 成绩受到个人,家庭,学校和同行因素的复杂相互作用的影响.
- 以前的研究经常孤立地检查这些因素,需要采用整体方法.
研究的目的:
- 研究微系统组件与中国中学生英语外语 (EFL) 成绩之间的集体关系.
- 模拟个人特征,家庭,学校和同行环境之间的协会网络,以及它们对EFL成功的影响.
- 确定影响青少年外语学习的关键因素和途径.
主要方法:
- 对1395名中国中学生进行了横截面调查.
- 网络分析用于绘制微系统变量与EFL成就之间的直接和间接关系.
- 统计建模以检查特定因素的中心性和桥梁作用.
主要成果:
- 研究参与 (奉献,活力),教师支持和家庭社会经济地位 (SES) 与EFL成绩有直接的积极关联.
- 学生的凝聚力,课堂秩序,同学支持和朋友支持与EFL成绩有微弱的负面关联.
- 奉献成为中央网络节点,而家长的支持则成为关键的桥梁因素.
结论:
- 微系统对EFL成就的影响是多方面的,通过各种途径运作,规模不同.
- 这些协会的影响因发展阶段而异,突出了初中生和高中生之间的差异.
- 综合性,系统层面的方法对于提高青少年外语学习成果至关重要.
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