感知教师支持对英语类学生论文投入度的影响研究
Effects of Perceived Teacher Support on Eng-lish Majors’ Writing Engagement in Thesis Writing
摘要: 基于学生主位视角，本研究采用相关分析和回归分析探究了英语类本科生毕业论文写作投入度(行为投入、认知投入和情感投入)现状，及感知教师支持(感知教师情感支持和学业支持)对其的影响。被试为不同层次高校2023届英语类专业本科毕业生234人。研究发现：1) 感知教师学业支持和学生情感投入有待提高；2) 感知教师支持的两维度分别与毕业论文写作投入的三维度呈正相关，感知教师情感支持对毕业论文写作投入的预测力大于感知教师学业支持；3) 感知教师支持两维度均对行为投入作用显著。结果表明需提高教师学业支持，重视情感方面的支持和学生投入情况；通过直接影响行为投入，带动认知投入和情感投入，提高整体毕业论文水平。
Abstract: Based on the student’s primary perspective, using correlation and regression analyses, this study investigates the current situation of English majors’ writing engagement in graduation thesis writ-ing (behavioral engagement, cognitive engagement and emotional engagement), and how perceived teacher support (emotional support and academic support) contributes to it. Participants were 234 English undergraduates from different universities. It found that 1) perceived teacher academic support and students’ emotional engagement need to be improved; 2) both dimensions of per-ceived teacher support are positively correlated with three dimensions of thesis writing engage-ment respectively, and perceived teacher emotional support has a greater predictive power than the other; and 3) both dimensions of perceived teacher support are significant on behavioral en-gagement. Teacher academic support improvement and emotion emphasis with more behavioral engagement, driving cognitive and emotional engagement, improve the overall thesis level.
文章引用：李天然, 章木林 (2023). 感知教师支持对英语类学生论文投入度的影响研究. 心理学进展, 13(11), 5413-5421. https://doi.org/10.12677/AP.2023.1311685

参考文献

[1] 常俊跃, 刘之攀(2015). 外语专业本科毕业设计(论文)多样化的现实思考. 东北亚外语研究, (1), 54-58.
[2] 常跃俊, 孙有中(2022). 对外语专业《国标》本科毕业论文多样化要求的认识与思考. 中国大学教学, (5), 33-37.
[3] 陈红, 陈艳(2021). 外语教师自主支持对民族地区留守儿童学习动机的影响. 贵州民族研究, 42(5), 69-173.
[4] 陈心想, 董书昊(2022). 本科生毕业论文写作质量影响因素分析. 中国大学教学, (3), 77-84.
[5] 陈正伦(2012). 英语本科毕业论文写作的动机研究及其启示. 外语界, (6), 81-89.
[6] 教育部(2020). 本科毕业论文(设计)抽检办法(试行). https://www.gov.cn/zhengce/zhengceku/2021-01/07/content_5577651.htm
[7] 荆永君, 李昕, 姜雪(2021). 在线学习行为意向影响因素分析及后疫情时代的教育启示. 中国电化教育, (6), 31-38.
[8] 李维(2021). 谁的支持对促进初中生学习投入更有效——基于学业自我效能感的中介效应及交叉效度分析. 教育研究与实验, (6), 84-90.
[9] 李新, 李艳燕(2021). 基于系统性文献综述的国外学习投入实证研究分析. 现代远程教育研究, (2), 73-83.
[10] 李新, 李艳燕(2022). 协作学习情境中学习投入数字化表征模型的构建与应用. 中国远程教育, (8), 70-77.
[11] 刘爱生, 王文利(2019). 大学生对本科毕业论文的态度——来自浙江省某重点高校大四学生的调查. 高教探索, (8), 78-83.
[12] 刘小蓉, 文军(2016). MTI学位毕业论文调查: 现状与对策. 外语教学, (2), 109-112.
[13] 栾琳, 董艳, 刘金金(2022). 教师支持策略对大学生在线学习投入的影响研究. 现代教育技术, 32(3), 119-126.
[14] 欧阳丹(2005). 教师期望、学业自我概念、学生感知教师支持行为与学业成绩之间的关系研究. 硕士学位论文, 桂林: 广西师范大学.
[15] 王春(2010). 毕业论文写作过程有效性探析——以本科英语专业为例. 现代教育管理, (7), 76-78.
[16] 王德朋(2017). 本科毕业论文的功能应重新定位. 中国大学教学, (5), 49-52.
[17] 王巍巍, 仲伟合(2017). “国标”指导下的英语类专业课程改革与建设. 外语界, (3), 2-8.
[18] 邢爱青(2010). 实践教学与高校本科生毕业论文写作的关系研究. 西藏大学学报•社会科学版, 25(1), 30-33.
[19] 徐锦芬, 范玉梅(2019). 社会认知视角下的外语学习者投入研究. 外语教学, 40(5), 39-43.
[20] 张丹慧, 符定梦, 刘红云, 等(2018). 学生感知教师自主支持对学生学业成绩的影响: 自主心理需要、内部动机的中介作用. 教师教育研究, 30(1), 79-86.
[21] 章木林, 邓鹂鸣(2019). 研究生学术英语写作抄袭认知与识别的调查研究. 外语学刊, (5), 76-82.
[22] 郑新民, 姚洋(2019). 英语本科生学位论文写作: 导师指导下的自我效能感演进与发展——以彝、布依、藏少数民族学生为例. 外语与外语教学, (6), 57-68.
[23] 周健(2021). 中国英语学习者的二语写作压力、心理韧性、二语写作投入以及二语写作能力自我感知研究. 硕士学位论文, 深圳: 哈尔滨工业大学.
[24] Balwant, P. T. (2018). The Meaning of Student Engagement and Disengagement in the Classroom Context: Lessons from Organisationalbehaviour. Journal of Further and Higher Education, 42, 389-401.[CrossRef] 
[25] Carolis, B. D., D’Errico, F., Macchiarulo, N. et al. (2019). “Engaged Faces”: Measuring and Monitoring Student Engagement from Face and Gaze Behavior. In P. Barnaghi, G. Gottlob, D. Katsaros, Y. Manolopoulos, R. Pandey, T. Tzouramanis, & A. Vakali, (Eds.), WI’19 Companion: IEEE/WIC/ACM In-ternational Conference on Web Intelligence (pp. 80-85). Association for Computing Machinery.[CrossRef] 
[26] Chen, P., Zhang, J., Xu, N. et al. (2021). The Relationship between Need for Cognition and Adolescents’ Creative Self-Efficacy: The Mediating Roles of Perceived Parenting Behaviors and Perceived Teacher Support. Current Psychology, 42, 7812-7825.[CrossRef] 
[27] Dewaele, J.-M., & Li, C. (2021). Teacher Enthusiasm and Students’ Social-Behavioral Learning Engagement: The Mediating Role of Student Enjoyment and Boredom in Chinese EFL Classes. Language Teaching Research, 25, 922-945.[CrossRef] 
[28] Federici, R. A., & Skaalvik, E. M. (2014). Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses. International Educa-tion Studies, 7, 21-36.[CrossRef] 
[29] Feng, L., He, L., & Ding, J. (2023). The Association between Perceived Teacher Support, Students’ ICT Self-Efficacy, and Online English Academic Engagement in the Blended Learning Context. Sustainability, 15, 1-17.[CrossRef] 
[30] Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engage-ment: Potential of the Concept, State of the Evidence. Review of Educational Research, 74, 59-109.[CrossRef] 
[31] Jin, G., & Wang, Y. (2019). The Influence of Gratitude on Learning Engagement among Adolescents: The Multiple Mediating Effects of Teachers’ Emotional Support and Students’ Basic Psy-chological Needs. Journal of Adolescence, 77, 21-31.[CrossRef] [PubMed]
[32] Liu, H., & Li, X. (2023). Unravelling Students’ Perceived EFL Teacher Support. System, 115, 1-12.[CrossRef] 
[33] Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early Adolescents’ Perceptions of the Classroom Social Environment, Motivational Beliefs, and Engagement. Journal of Educational Psycholo-gy, 99, 83-98.[CrossRef] 
[34] Sakiz, G., Pape, S. J., & Hoy, A.W. (2012). Does Perceived Teacher Affective Support Matter for Middle School Students in Mathematics Classrooms? Journal of School Psychology, 50, 235-255.[CrossRef] [PubMed]
[35] Tao, Y., Meng, Y., Gao, Z. et al. (2022). Perceived Teacher Support, Student Engagement, and Academic Achievement: A Meta-Analysis. Educational Psychology, 42, 401-420.[CrossRef] 
[36] Xie, K., Vongkulluksn, V. W., Lu, L. et al. (2020). A Per-son-Centered Approach to Examining High-School Students’ Motivation, Engagement and Academic Performance. Con-temporary Educational Psychology, 62, 1-47.[CrossRef]