EFL学习者学业求助行为、自我效能感与学习焦虑的相关性研究

Relationships between Self-Efficacy, Academic Help-Seeking, and Learning Anxiety in University EFL Learners

摘要: 本研究旨在探讨EFL (以英语为外语)学习者的自我效能感、学业求助行为与学习焦虑之间的关系。通过对76名大学英语学习者进行问卷调查，采用GSES、学业求助问卷与学习焦虑量表为测量工具，结合SPSS与R语言进行信度检验、相关分析、多元回归、调节效应与潜在剖面分析(LPA)。结果显示：三份量表信度良好，效能感与学业求助行为呈中等正相关(r = 0.382)，与学习焦虑呈弱负相关(r = −0.094)；而学业求助行为与学习焦虑之间存在中等正相关关系(r = 0.361)。回归分析进一步确认，自我效能感可显著负向预测焦虑，学业求助行为则正向预测焦虑。尽管构建了调节模型，但自我效能感对求助行为与焦虑间关系的调节效应并不显著。LPA结果显示，EFL学习者可被划分为高焦虑组与低焦虑组，高焦虑组在“对失败恐惧”“课堂紧张”等题项上得分显著更高。本研究指出，自我效能感在缓解学习焦虑中具有积极作用，而部分求助行为可能源于焦虑驱动。建议英语教学中关注学习效能感的培养与求助行为的引导，以促进更健康的学习心理发展。

Abstract: This study aims to explore the relationships among self-efficacy, academic help-seeking behavior, and learning anxiety in English as a Foreign Language (EFL) learners. A total of 76 university English learners participated in a questionnaire survey, which employed the General Self-Efficacy Scale (GSES), an academic help-seeking questionnaire, and a learning anxiety scale as measurement tools. The data were analyzed using SPSS and R language for reliability tests, correlation analysis, multiple regression, moderation effect analysis, and latent profile analysis (LPA). The results indicated that the three scales had good reliability. Self-efficacy was found to have a moderate positive correlation with academic help-seeking behavior (r = 0.382) and a weak negative correlation with learning anxiety (r = –0.094). In contrast, academic help-seeking behavior was positively correlated with learning anxiety (r = 0.361). Further regression analysis confirmed that self-efficacy significantly and negatively predicted anxiety, while academic help-seeking behavior positively predicted anxiety. Although a moderation model was constructed, the moderating effect of self-efficacy on the relationship between help-seeking behavior and anxiety was not significant. The LPA results revealed that EFL learners could be divided into high-anxiety and low-anxiety groups, with the high-anxiety group scoring significantly higher on items such as “fear of failure” and “classroom tension.” This study concludes that self-efficacy plays a positive role in alleviating learning anxiety, while some help-seeking behaviors may be driven by anxiety. It is recommended that English teaching focus on the cultivation of self-efficacy and the guidance of help-seeking behavior to promote healthier psychological development in learning.