在EFL环境中预测在线学习持久性:L2坚,自我效能和学习者满意度的相互作用
1School of Foreign Languages, Huainan Normal University, Huainan, China.
Acta psychologica
|March 4, 2026
概括
这项研究揭示了第二语言 (L2) 坚,自我效能和满意度是英语作为外语 (EFL) 学生继续在线学习的关键预测因素. L2坚通过自我效能和满意度间接影响持续意图.
科学领域:
- * 教育技术 * 教育技术
- * 获取第二语言
- * * 心理学 心理学
背景情况:
- * 网络学习日益普及,需要了解学习者持久性.
- * 关于在线学习英语作为外语 (EFL) 的个人特征和情感因素的研究有限.
- *中国EFL学习者的在线学习继续意图需要进一步调查.
研究的目的:
- * 检查中国EFL学习者在线学习继续意图的预测因素.
- * 测试一个涉及第二语言 (L2) 坚,自我效能和满意度的顺序调解模型.
- * 增强在线EFL教育中对心理和情绪决定因素的理解.
主要方法:
- * 量化研究使用了303名中国EFL在线学习者的问卷数据.
- * 结构方程建模 (SEM) 用于分析变量关系.
- *测试了测试间接影响的顺序调解模型.
主要成果:
- * L2坚,自我效能和满意度显著预测了在线学习的继续意图.
- * L2 grit通过自我效能和满意度间接影响了继续工作的意图.
- *自我效能调解了L2坚和通过满意度的持续意图之间的关系.
结论:
- * 建议的顺序调解模型得到了验证.
- *心理因素,如L2坚和自我效能,以及满意度,对于持续的在线EFL学习至关重要.
- * 调查结果为提高在线学习参与度和持久性提供了教学见解.
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