写作发展的纵向心理模型:自我效能,调节和焦虑之间的相互作用
Sijia Cheng1, Chenming Lin2, Dan Wei3
1School of International Education, Anhui University of Technology, Anhui, China.
Frontiers in psychology
|March 9, 2026
概括
写作自我效能积极影响自我调节的策略,减少焦虑和提高英语外语 (EFL) 学习者的表现. 超认知策略是关键,而体质焦虑阻碍了进步.
科学领域:
- 教育心理学教育心理学
- 获得第二语言的学习.
- 写作研究 写作研究
背景情况:
- 对于英语外语 (EFL) 学习者来说,写作能力至关重要.
- 了解自我效能,策略,焦虑和表现的相互作用对于有效的教学至关重要.
- 现有的研究经常对这些因素进行横截面的检查,限制了对它们的时间动态的洞察力.
研究的目的:
- 在EFL学习者中纵向研究写作自我效能,自我调节的写作策略,写作焦虑和写作表现之间的时间关系.
- 检查自我调节策略在自我有效性和写作结果之间的关系中的调解作用.
- 探索战略使用中的性别差异及其对写作发展的影响.
主要方法:
- 纵向研究设计,在12周的学期内,通过三个波 (T1-T3) 收集数据.
- 调查仪器测量写作自我效能,认知,元认知,动机调节和社会行为策略,以及多维写作焦虑.
- 标准化写作性能评估和纵向结构方程建模 (SEM) 用于数据分析.
主要成果:
- 在T1写作自我效能积极预测了T2的自我调节策略使用,这反过来预测了较低的写作焦虑和在T3的更高表现.
- 超认知策略表现出最强的调解效应,而体质焦虑对表现最有害.
- 男性学习者使用了更多的社会行为策略,而女性学习者从超认知调节中获益更多.
结论:
- 写作自我效能和战略学习是EFL写作成功的关键,动态预测因素.
- 干预措施应侧重于提高自我效能和元认知策略指导,同时管理写作焦虑.
- 这些发现支持社会认知理论,自我调节学习理论和认知负载理论的综合框架,以了解EFL写作发展.
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