成长型语言思维对大学生二语交际意愿的影响：自我效能感与正性情感的中介作用
The Influence of Growth Language Mindset on University Students’ L2 Willingness to Communicate: The Mediating Roles of Self-Efficacy and Positive Emotion
DOI: 10.12677/ap.2026.167366, PDF,    科研立项经费支持
作者: 蔡佳睿：天津外国语大学心理健康教育指导中心，天津；盛盼盼：天津仁爱学院心理健康教育中心，天津；吴 辰：天津外国语大学国际商学院，天津；张晓欢：天津外国语大学学生处，天津
关键词: 成长型语言思维；自我效能感；正性情感；二语交际意愿；控制–价值理论；Growth Language Mindset； Self-Efficacy； Positive Emotion； L2 Willingness to Communicate； Control-Value Theory
摘要: 二语交际意愿是影响学习者语言使用的重要心理变量，其形成机制受到认知与情绪因素的共同影响。本研究基于控制–价值理论(Control-Value Theory)，采用问卷调查法探讨了成长型语言思维对中国大学生二语交际意愿(L2 WTC)的影响机制。研究收集了447份有效数据，通过结构方程模型检验了自我效能感与正性情感在其中的链式中介作用。研究结果显示：(1) 成长型语言思维能直接正向预测二语交际意愿；(2) 自我效能感和正性情感分别在成长型语言思维和二语交际意愿之间起独立的中介作用；(3) 自我效能感和正性情感构成了一个显著的链式中介路径，即成长型语言思维通过提高自我效能感，进而增强正性情感，最终提升二语交际意愿。研究结论认为，成长型语言思维通过“认知评价–情绪体验–行为意愿”的整合路径影响二语交际意愿，为外语教学提供了启示。
Abstract: L2 willingness to communicate (L2 WTC) is a key psychological construct that plays a critical role in learners’ actual language use, and its formation is jointly influenced by cognitive and emotional factors. Grounded in Control-Value Theory, this study investigated the mechanism through which growth language mindset influences L2 WTC among Chinese university students. A questionnaire survey was conducted, and 447 valid responses were collected. Structural equation modeling (SEM) was employed to examine the chain mediating roles of self-efficacy and positive emotion in this relationship. The results indicated that: (1) growth language mindset directly and positively predicted L2 WTC; (2) self-efficacy and positive emotion independently mediated the relationship between growth language mindset and L2 WTC; and (3) self-efficacy and positive emotion jointly formed a significant chain mediation pathway, in which growth language mindset enhanced self-efficacy, which subsequently promoted positive emotion and ultimately increased L2 WTC. The findings suggest that a growth language mindset influences L2 WTC through an integrated pathway of “cognitive appraisal-emotional experience-behavioral intention,” providing theoretical and pedagogical implications for promoting learners’ willingness to communicate in foreign language education.
文章引用：蔡佳睿, 盛盼盼, 吴辰, 张晓欢 (2026). 成长型语言思维对大学生二语交际意愿的影响：自我效能感与正性情感的中介作用. 心理学进展, 16(7), 342-350. https://doi.org/10.12677/ap.2026.167366

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