高中英语学习者教师支持与外语愉悦的 关系研究——定向动机流的中介作用

The Relationship between Teacher Support and Foreign Language Enjoyment among Senior High School English Learners—The Mediating Role of Directed Motivational Currents

摘要: 本研究以211名高中生为研究对象，将定向动机流作为中介变量，采用相关分析和结构方程模型考察高中生感知教师支持与外语愉悦之间的关系。研究发现：(1) 高中生感知的教师支持、定向动机流与外语愉悦整体水平均处于较高水平；(2) 教师支持显著正向预测定向动机流与外语愉悦，定向动机流亦显著正向预测外语愉悦；(3) 定向动机流在教师支持与外语愉悦之间发挥显著的部分中介作用。研究结果表明，高中英语课堂中的教师支持既可直接改善学生的积极情绪体验，也可通过激发持续性、目标导向的动机状态间接促进外语愉悦，对优化教师支持方式和提升中学外语教学质量具有实践启示。

Abstract: Taking 211 senior high school students as participants, this study examined the relationship between perceived teacher support and foreign language enjoyment, with directed motivational currents as a mediating variable. Correlation analysis and structural equation modeling were employed. The results showed that: (1) Students reported relatively high levels of perceived teacher support, directed motivational currents, and foreign language enjoyment; (2) Teacher support significantly and positively predicted both directed motivational currents and foreign language enjoyment, while directed motivational currents significantly and positively predicted foreign language enjoyment; and (3) Directed motivational currents played a significant partial mediating role in the relationship between teacher support and foreign language enjoyment. These findings suggest that teacher support can promote students’ enjoyment both directly and indirectly by activating a sustained, goal-directed motivational state, thereby offering practical implications for optimizing teacher support in senior high school English teaching.