教师自主支持对西藏高校英语专业大学生能动性投入的影响
Impact of Student-Perceived Teachers’ Autonomy Support on Their Agentic Engagement among Undergraduates Majoring in English at Universities in Xizang
DOI: 10.12677/ces.2024.126370, PDF,    科研立项经费支持
作者: 赵 燕：西藏大学，外国语学院，西藏 拉萨
关键词: 教师自主支持；能动性投入；基本心理需求满足；Teachers’ Autonomy Support； Agentic Engagement； Basic Psychological Need Satisfaction
摘要: 为探讨教师自主支持对西藏高校英语专业大学生能动性投入的影响机制，本研究采用了量表组合问卷——《教师自主支持量表》《基本心理需求满足量表》以及《能动性投入量表》对西藏高校英语专业大学生进行调查，共回收308份有效问卷。研究表明：感知教师自主支持对西藏高校英语专业本科生能动性投入具有正向预测作用。学生基本心理需求满足在教师自主支持和西藏高校英语专业本科生能动性投入之间起到部分中介作用。这一结果有助于加深理解教师自主支持方式，深入认识影响西藏高校英语专业本科生英语学习能动性投入的诸因素及其相互关系，为创造自主性英语课堂教学环境提供指导。同时有助于英语教师识别学生的内在动机资源，即学生的心理需求满足，提高学生学业成就。
Abstract: To explore the impact mechanism of student-perceived teachers’ autonomy support on their agentic engagement among undergraduates majoring in English at universities in Xizang, this study utilized a combination of scales including the Teacher Autonomy Support Scale, the Basic Psychological Needs Satisfaction Scale, and the Agentic Engagement Scale to conduct a survey among undergraduate students majoring in English in at universities in Xizang, collecting 308 valid questionnaires in total. The findings indicate that student-perceived teachers’ autonomy support positively predicts the agentic engagement of these undergraduates. Basic psychological needs satisfaction plays a partial mediating role between teachers’ autonomy support and the agentic engagement. These results help deepen the understanding of the way teachers offer autonomy support, influencing factors which affect the agentic engagement in English learning among these students and the interrelationship between teachers’ autonomy support and students’ agentic engagement, providing guidance for creating an autonomous English classroom teaching environment. This also aids English teachers in recognizing students’ intrinsic motivational resources, namely their psychological needs satisfaction, to enhance students’ academic achievement.
文章引用：赵燕. 教师自主支持对西藏高校英语专业大学生能动性投入的影响[J]. 创新教育研究, 2024, 12(6): 165-171. https://doi.org/10.12677/ces.2024.126370

参考文献

[1] Mercer, S. (2019) Language Learner Engagement: Setting the Scene. In: Gao, X., Ed., Second Handbook of English Language Teaching, Springer, Cham, 643-660. [Google Scholar] [CrossRef] 
[2] Fredricks, J.A., Blumenfeld, P.C. and Paris, A.H. (2004) School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74, 59-109. [Google Scholar] [CrossRef] 
[3] Bandura, A. (2006) Toward a Psychology of Human Agency. Perspectives on Psychological Science, 1, 164-180. [Google Scholar] [CrossRef] [PubMed]
[4] 徐锦芬, 龙在波. 外语教学中的能动性研究[J]. 解放军外国语学院学报, 2020, 43(5): 93-100.
[5] Reeve, J. and Tseng, C.-M. (2011) Agency as a Fourth Aspect of Students’ Engagement during Psychology, Learning Activities. Contemporary Educational Psychology, 36, 257-267. [Google Scholar] [CrossRef] 
[6] Reeve, J. (2013) How Students Create Motivationally Supportive Learning Environments for Themselves: The Concept of Agentic Engagement. Journal of Educational Psychology, 105, 579-595. [Google Scholar] [CrossRef] 
[7] 郭继东, 李玉. 外语学习能动性投入量表的编制与验证[J]. 外语教学, 2018, 39(5): 66-69.
[8] Tas, Y. (2016) The Contribution of Perceived Classroom Learning Environment and Motivation to Student Engagement in Science. European Journal of Psychology of Education, 31, 557-577. [Google Scholar] [CrossRef] 
[9] Wakefield, C.R. (2016) Agentic Engagement, Teacher Support, and Classmate Relatedness—A Reciprocal Path to Student Achievement. Ph.D. Thesis, University of Nevada, Las Vegas.
[10] Dincer, A., Yesilyurt, S., Noels, K.A. and Vargas Lascano, D.I. (2019) Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development. Sage Open, 9, 1-15. [Google Scholar] [CrossRef] 
[11] Eren, A. and Rakicioglu-Soylemez, A. (2020) Language Mindsets, Perceived Instrumentality, Engagement and Graded Performance in English as a Foreign Language Students. Language Teaching Research, 27, 544-574. [Google Scholar] [CrossRef] 
[12] 高芬, 何青. 师范院校非英语专业大学生的能动投入、情感投入与成绩间的关系研究: 以陕西师范大学为例[J]. 成都师范学院学报, 2020, 36(10): 14-20.
[13] 陈继文, 郭永玉, 胡小勇. 教师自主支持与初中生的学习投入: 家庭社会阶层与学生自主动机的影响[J]. 心理发展与教育, 2015, 31(2): 180-187.
[14] Hofferber, N., Basten, M., GroΒMann, N. and Wilde, M. (2016) The Effects of Autonomy Supportive and Controlling Teaching Behaviour in Biology Lessons with Primary and Secondary Experiences on Students’ Intrinsic Motivation and Flow-Experience. International Journal of Science Education, 38, 2114-2132. [Google Scholar] [CrossRef] 
[15] 黄慧静, 辛涛. 教师课堂教学行为对学生学业成绩的影响: 一个跨文化研究[J]. 心理发展与教育, 2007, 23(4): 57-62.
[16] Chicote-López, J., Abarca-Sos, A., Gallardo, L.O. and García-González, L. (2017) Social Antecedents in Physical Activity: Tracking the Self-Determination Theory Sequence in Adolescents. Journal of Community Psychology, 46, 356-373. [Google Scholar] [CrossRef] 
[17] Mageau, G.A. and Vallerand, R.J. (2003) The Coach-Athlete Relationship: A Motivational Model. Journal of Sports Sciences, 21, 883-904. [Google Scholar] [CrossRef] [PubMed]
[18] 吴波, 方晓义. 青少年自主性发展的特点[J]. 心理与行为研究, 2006, 4(1): 22-27+54.
[19] Chatzisarantis, N.L.D., Ada, E.N., Ahmadi, M., Caltabiano, N., Wang, D., Thogersen-Ntoumani, C. and Hagger, M.S. (2019) Differential Effects of Perceptions of Equal, Favourable and Unfavourable Autonomy Support on Educational and Well-Being Outcomes. Contemporary Educational Psychology, 58, 33-43. [Google Scholar] [CrossRef] 
[20] Jang, H., Kim, E.J. and Reeve, J. (2012) Longitudinal Test of Self-Determination Theory’s Motivation Mediation Model in a Naturally Occurring Classroom Context. Journal of Educational Psychology, 104, 1175-1188. [Google Scholar] [CrossRef] 
[21] 刘桂荣. 自主支持和因果定向对创造力的影响[D]: [硕士学位论文]. 济南: 山东师范大学, 2010.
[22] 高凤霞. 教师自主支持对初中生英语学习投入的影响研究: 基本心理需求的中介作用[D]: [硕士学位论文]. 武汉: 华中师范大学, 2019.
[23] Balaguer, I., Castillo, I. and Duda, J.L. (2012) Psychometric Properties of the Spanish Version of the Behavioral Regulation in Sport Questionnaire (BRSQ). The Spanish Journal of Psychology, 15, 651-660.
[24] Taylor, I.M. and Lonsdale, C. (2010) Cultural Differences in the Relationships among Autonomy Support, Psychological Need Satisfaction, Subjective Vitality, and Effort in British and Chinese Physical Education. Journal of Sport and Exercise Psychology, 32, 655-673. [Google Scholar] [CrossRef] [PubMed]
[25] 于丹丹. 英语教师自主支持对大学生英语学习投入的影响研究[D]: [硕士学位论文]. 南宁: 广西大学, 2015.
[26] 吕媛. 学习动机、基本心理需求与学业成绩的关系: 一项追踪研究[D]: [硕士学位论文]. 上海: 上海师范大学, 2014.
[27] Bao, X.-H. and Lam, S.-F. (2008) Who Makes the Choice? Rethinking the Role of Autonomy and Relatedness in Chinese Children’s Motivation. Child Development, 79, 269-283. [Google Scholar] [CrossRef] [PubMed]

为你推荐