大学生人格特质、外语学习焦虑与学习倦怠的关系研究

Study on the Relationship between Personality Traits, Foreign Language Learning Anxiety, and Learning Burnout among College Students

摘要: 本研究以500名大学本科生为研究对象，使用大五人格量表(修订版)、外语学习焦虑量表(FLCAS)、外语学习倦怠量表，探究人格特质对外语学习倦怠的影响以及外语学习焦虑在这一过程中的中介作用。最终收集358份有效数据，并运用皮尔逊相关分析、中介效应分析及检验等方法进行数据分析。研究结果表明：神经质与外语学习焦虑均可以正向预测外语学习倦怠，外语学习焦虑可以显著正向预测外语学习倦怠，并且外语学习焦虑在神经质影响外语学习倦怠的路径中作为中介变量存在。结论：大五人格中的神经质直接影响外语学习倦怠，也可以通过外语学习焦虑间接影响外语学习倦怠。

Abstract: This study took 500 undergraduate students as the research subjects and used the Big Five Personality Inventory (Revised Edition), Foreign Language Classroom Anxiety Scale (FLCAS), and Foreign Language Learning Burnout Scale to explore the influence of personality traits on foreign language learning burnout and the mediating role of foreign language learning anxiety in this process. A total of 358 valid data were collected eventually, and Pearson correlation analysis, mediation effect analysis and test, etc. were used for data analysis. The research results show that neuroticism and foreign language learning anxiety can positively predict foreign language learning burnout, foreign language learning anxiety can significantly and positively predict foreign language learning burnout, and foreign language learning anxiety exists as a mediating variable in the path of neuroticism influencing foreign language learning burnout. Conclusion: Neuroticism in the Big Five personality directly affects foreign language learning burnout and can also indirectly affect foreign language learning burnout through foreign language learning anxiety.