大学生的学业自我效能感对英语学习行为投入的影响：二语动机自我系统的中介作用
The Effect of College Students’ Academic Self-Efficacy on English Learning Behavioral Engagement: The Mediating Role of the Bilingual Motivational Self-System
摘要: 为探究大学生的学业自我效能感对英语学习行为投入的影响及其机理，该实验采用量化的研究方法，基于来自中国中西部地区两所综合类院校335份在校生的信息问卷，建立了一种以二语动机自我系统为中介的模型。结果为：(1) 性别和年级在二语动机自我系统及英语学习行为投入方面存在显著差异；专业背景与二语动机自我系统之间也存在显著差异；(2) 学业自我效能感对英语学习行为投入具有积极的正向影响；(3) 学业自我效能感、二语动机自我系统与英语学习投入之间存在显著相关性；(4) 二语动机自我系统在学业自我效能感与英语学习行为投入之间起到部分中介作用。该结果有力地证明了大学生的学业自我效能感可直接或是通过二语动机自我系统的中介作用间接对英语学习投入产生正向作用。
Abstract: In order to investigate the influence of college students’ academic self-efficacy on English learning behavioral engagement and its mechanism, this experiment used a quantitative research method to establish a mediation model mediated by the bilingual motivational self-system, based on 335 information questionnaires from 335 students enrolled in two comprehensive universities in the central and western regions of China. The results were: (1) There were significant differences in the second language motivation self-system and English learning behavioral engagement across gender and grade levels; additionally, significant differences were also observed between professional backgrounds and the second language motivation self-system; (2) Academic self-efficacy exerts a positive and direct influence on English learning behavioral engagement; (3) A significant correlation exists among academic self-efficacy, the second language motivation self-system, and English learning engagement; (4) The second language motivation self-system partially mediates the relationship between academic self-efficacy and English learning behavioral engagement. These findings provide strong evidence that college students’ academic self-efficacy can positively influence English learning engagement, both directly and indirectly through the mediating mechanism of the second language motivation self-system.
文章引用：王梦梦, 覃文彪. 大学生的学业自我效能感对英语学习行为投入的影响：二语动机自我系统的中介作用[J]. 创新教育研究, 2025, 13(9): 146-154. https://doi.org/10.12677/ces.2025.139681

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