教师支持与医学生英语学习投入的关系探究——焦虑的中介作用

The Relation between Teacher Support and English Learning Engagement of Medical Undergraduate Students—The Mediating Role of Anxiety

摘要: 本研究选取新疆医科大学一年级本科生作为研究对象，探究教师支持与医学生英语学习投入的关系。研究采用量化研究的方法，结果显示，医学生所感知的教师支持整体处于较高水平，英语焦虑处于中等水平，学习投入略高于中等水平。不同性别和生源地的学生在英语学习投入上无显著差异。相关性分析表明，英语学习投入与教师支持呈显著正相关，与英语焦虑呈显著负相关；英语焦虑与教师支持也呈显著负相关。中介效应检验显示，焦虑在教师支持与英语学习投入之间起着部分中介作用。

Abstract: First-year undergraduate students from Xinjiang Medical University were selected as participants. The research takes quantitative method. The results indicate that medical students generally perceive teacher support at a relatively high level, experience moderate foreign language anxiety, and more learning engagement. No significant differences in foreign language engagement were observed according to their genders or geographical backgrounds. Correlation analysis reveals that foreign language learning engagement is significantly positively correlated with teacher support, and foreign language anxiety negatively correlated with teacher support and teacher support. Mediation effect tests demonstrate that foreign language anxiety plays a partial mediating role between teacher support and learning engagement. Specifically, teacher support significantly and positively predicted students’ engagement and indirectly predicted their engagement via foreign language anxiety.