二语动机自我系统对学习投入的预测作用
The Predictive Effect of the L2 Motivational Self System on Learning Engagement
摘要: 本研究旨在探究二语动机自我系统(L2MSS)对非英语专业大一新生学习投入的预测作用，并比较其三个子维度(理想二语自我、应该二语自我、二语学习经历)的相对预测力。研究对象为721名中国西北地区某高校的大一新生。研究发现：1) 学生的二语动机和学习投入整体处于中等水平；2) 女性和快班学生的动机水平显著更高，但这一优势并未转化为学习投入上的显著差异；3) 二语动机自我系统整体能显著正向预测学习投入，解释了25%的变异；4) 在三个子维度中，“二语学习经历”是预测学习投入的最强因子，其次是“应该二语自我”，而“理想二语自我”在控制其他变量后预测作用不显著。结论指出，对于该群体，即时的课堂学习体验比长远的理想愿景更能有效驱动学习投入。
Abstract: This study aims to explore the predictive effect of the L2 Motivational Self System (L2MSS) on learning engagement among first-year non-English-major undergraduates, and compare the relative predictive power of its three sub-dimensions: the ideal L2 self, the ought-to L2 self, and L2 learning experience. The participants were 721 freshmen from a university in Northwest China. The results showed four key findings: (1) The overall levels of students’ L2 motivation and learning engagement were moderate; (2) Female students and students in advanced classes demonstrated significantly higher L2 motivation, yet this motivational advantage did not translate into statistically significant differences in learning engagement; (3) The overall L2 Motivational Self System exerted a significant positive predictive effect on learning engagement, explaining 25% of the total variance; (4) Among the three sub-dimensions, L2 learning experience served as the strongest predictor of learning engagement, followed by the ought-to L2 self, while the ideal L2 self showed no significant predictive effect after controlling for other variables. The conclusion indicates that for this student group, immediate in-class learning experiences are more effective in driving learning engagement than long-term ideal visions of second language proficiency.
文章引用：张佳雪 (2026). 二语动机自我系统对学习投入的预测作用. 心理学进展, 16(8), 447-457. https://doi.org/10.12677/ap.2026.168415

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