外语学习无聊感对英语成绩的影响——学习投入的中介作用

The Impact of Foreign Language Boredom on English Achievement: The Mediating Role of Learning Engagement

摘要: 该研究以西北地区某理工类高校非英语专业大一学生为研究对象，采用问卷调查法，收取有效问卷402份，并结合SPSS 26.0，考察学习者在外语学习无聊、学习投入和英语成绩的水平及三者关系。结果表明：(1) 学习者外语学习无聊、学习投入和英语成绩水平中等；(2) 学习者外语学习无聊与学习投入、英语成绩均呈显著负相关关系，而学习投入和英语成绩存在较高的正相关关系；(3) 学习投入在外语无聊情绪与英语成绩之间起部分中介作用。本研究是一次多学科融合的有益尝试，研究结果丰富并拓展了教育心理学和积极心理学在二语习得领域的研究视角，不仅验证了积极心理学的控制–价值理论，也为改善我国高校大学生的外语学业情绪、助力外语课堂教学提供了有益借鉴。本研究发现主要适用于“与本研究样本特征相似的理工类院校非英语专业低年级本科生”，样本具有一定的局限性，未来研究可以在更多样化的人群中进行验证。

Abstract: This study investigates 402 first-year non-English major students at a science and technology university in Northwest China, employing a questionnaire survey, and SPSS 26.0 software to examine learners’ levels of foreign language learning boredom, learning engagement, and English achievement, as well as their interrelationships. The findings indicate: (1) Learners exhibited moderate levels of foreign language learning boredom, learning engagement, and achievement; (2) Foreign language learning boredom showed significant negative correlations with both learning engagement and achievement, while learning engagement demonstrated strong positive correlations with achievement; (3) Learning engagement partially mediated the relationship between learning boredom and foreign language achievement. This interdisciplinary study enriches perspectives in educational psychology and positive psychology within second language acquisition, validating the control-value theory while providing actionable insights for improving foreign language learning emotions and enhancing classroom instruction in Chinese universities. This study primarily applies to “junior undergraduate students majoring in non-English disciplines at science and technology universities with characteristics similar to those in the current sample”, indicating certain limitations of the sample. Future research could validate these findings across more diverse populations.