感知学校气氛对大学生英语学习投入的影响：二语动机自我系统的中介作用
The Influence of Perceived School Climate on University Students’ English Engagement: The Mediating Role of L2 Motivational Self System
摘要: 为研究学校气氛对大学生英语学习投入的影响及其作用机制，本研究采用感知学校气氛量表、英语学习投入量表和二语动机自我系统量表对中国西南地区某综合性高校的320名本科生进行了问卷调查，并对调查数据实行了定量分析。结果发现：1) 感知学校气氛与英语学习投入呈显著正相关，与二语动机自我系统中的理想二语自我、英语学习经历呈显著正相关，二语动机自我系统与英语学习投入呈显著正相关；2) 感知学校气氛显著正向预测英语学习投入，二语动机自我系统在感知学校气氛与英语学习投入之间起部分中介作用。
Abstract: In order to study the influence of school climate on university students’ English learning engagement and its mechanism, this study conducted a questionnaire survey on 320 undergraduate students at a university in southwestern China using the Perceived School Climate Scale, the English Learning Engagement Scale and the L2 Motivation Self System Scale. The results showed that: 1) There was a significant positive correlation between perceived school climate and English learning engagement, a significant positive correlation with the ideal L2 self and English learning experience in the L2 motivational self system, and a significant positive correlation between the L2 motivational self system and English learning engagement; 2) Perceived school climate significantly positively predicted English learning engagement, and the second language motivational self system played a partial mediating role in the relationship between perceptual school climate and English learning engagement.
文章引用：覃文彪. 感知学校气氛对大学生英语学习投入的影响：二语动机自我系统的中介作用[J]. 现代语言学, 2024, 12(7): 862-876. https://doi.org/10.12677/ml.2024.127633

参考文献

[1] Martínez, I.M., Youssef-Morgan, C.M., Chambel, M.J. and Marques-Pinto, A. (2019) Antecedents of Academic Performance of University Students: Academic Engagement and Psychological Capital Resources. Educational Psychology, 39, 1047-1067. [Google Scholar] [CrossRef] 
[2] Mortimer, J.T. (2003) Becoming Adult: How Teenagers Prepare for the World of Work. by Mihaly Csikszentmihalyi and Barbara Schneider. Basic Books, 2000. 289 pp. Social Forces, 82, 413-415. [Google Scholar] [CrossRef] 
[3] Pan, Z., Wang, Y. and Derakhshan, A. (2023) Unpacking Chinese EFL Students’ Academic Engagement and Psychological Well-Being: The Roles of Language Teachers’ Affective Scaffolding. Journal of Psycholinguistic Research, 52, 1799-1819. [Google Scholar] [CrossRef] [PubMed]
[4] Dao, P., Nguyen, M.X.N.C. and Iwashita, N. (2019) Teachers’ Perceptions of Learner Engagement in L2 Classroom Task-Based Interaction. The Language Learning Journal, 49, 711-724. [Google Scholar] [CrossRef] 
[5] Willms, J.D. (2003) Student Engagement at School: A Sense of Belonging and Participation: Results from PISA 2000. OECD Publishing.
[6] Malczyk, B.R. and Lawson, H.A. (2017) Parental Monitoring, the Parent-Child Relationship and Children’s Academic Engagement in Mother-Headed Single-Parent Families. Children and Youth Services Review, 73, 274-282. [Google Scholar] [CrossRef] 
[7] Wang, M. and Eccles, J.S. (2013) School Context, Achievement Motivation, and Academic Engagement: A Longitudinal Study of School Engagement Using a Multidimensional Perspective. Learning and Instruction, 28, 12-23. [Google Scholar] [CrossRef] 
[8] Fatou, N. and Kubiszewski, V. (2017) Are Perceived School Climate Dimensions Predictive of Students’ Engagement? Social Psychology of Education, 21, 427-446. [Google Scholar] [CrossRef] 
[9] Way, N., Reddy, R. and Rhodes, J. (2007) Students’ Perceptions of School Climate during the Middle School Years: Associations with Trajectories of Psychological and Behavioral Adjustment. American Journal of Community Psychology, 40, 194-213. [Google Scholar] [CrossRef] [PubMed]
[10] Ghasemi, F. (2023) School Context and Academic Engagement: A Longitudinal Study on the Mediating Effect of the Motivational Self System. Motivation Science, 9, 42-52. [Google Scholar] [CrossRef] 
[11] 张茜, 王建华. 教师支持与大学生外语学习投入的关系探究——学业情绪的多重中介作用[J]. 中国外语, 2023(5): 69-77.
[12] 俞国良. 社会心理学前沿[M]. 北京: 北京师范大学出版社, 2010.
[13] Jia, Y., Way, N., Ling, G., Yoshikawa, H., Chen, X., Hughes, D., et al. (2009) The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment: A Comparison of Chinese and American Adolescents. Child Development, 80, 1514-1530. [Google Scholar] [CrossRef] [PubMed]
[14] Crosnoe, R., Johnson, M.K. and Elder, G.H. (2004) Intergenerational Bonding in School: The Behavioral and Contextual Correlates of Student-Teacher Relationships. Sociology of Education, 77, 60-81. [Google Scholar] [CrossRef] 
[15] Mahdikhani, Z. and Rezaei, A. (2015) An Overview of Language Engagement: The Importance of Student Engagement for Second Language Acquisition. Journal for the Study of English Linguistics, 3, 108-117. [Google Scholar] [CrossRef] 
[16] Carini, R.M., Kuh, G.D. and Klein, S.P. (2006) Student Engagement and Student Learning: Testing the Linkages. Research in Higher Education, 47, 1-32. [Google Scholar] [CrossRef] 
[17] 曹新美, 刘在花. 流动儿童学校适应在学校氛围与学习投入之间的中介作用[J]. 中国特殊教育, 2018(8): 74-79.
[18] 范金刚, 门金泽. 高中生自我效能感在班级心理气氛与学习投入间的中介效应[J]. 中国健康心理学杂志, 2011, 19(2): 206-208.
[19] Hiver, P., Al-Hoorie, A.H., Vitta, J.P. and Wu, J. (2021) Engagement in Language Learning: A Systematic Review of 20 Years of Research Methods and Definitions. Language Teaching Research, 28, 201-230. [Google Scholar] [CrossRef] 
[20] 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] 
[21] 郭继东, 刘林. 外语学习投入的内涵、结构及研究视角[J]. 江西师范大学学报(哲学社会科学版), 2016, 49(6): 181-185.
[22] 尚健国. 大学生英语学习投入影响因素研究[J]. 铜陵学院学报, 2020, 19(6): 113-116.
[23] 张俊, 高丙成. 学校氛围和父母自主支持对小学生学业倦怠的影响: 基本心理需要的中介作用[J]. 中国特殊教育, 2019(1): 89-96.
[24] 马娜, 张卫, 喻承甫, 等. 初中生感知学校氛围与网络游戏障碍: 一个有调节的中介效应模型[J]. 中国临床心理学杂志, 2017, 25(1): 65-69, 74.
[25] Wang, M., Willett, J.B. and Eccles, J.S. (2011) The Assessment of School Engagement: Examining Dimensionality and Measurement Invariance by Gender and Race/Ethnicity. Journal of School Psychology, 49, 465-480. [Google Scholar] [CrossRef] [PubMed]
[26] Gardner, R.C. and Lambert, W. (1972) Attitudes and Motivation in Second-language Learning. Newbury House.
[27] Dörnyei, Z. and Ushioda, E. (2009) Motivation, Language Identity and the L2 Self. Multilingual Matters.
[28] Dörnyei, Z. (2005) The Psychology of the Language learner: Individual Differences in Second Language Acquisition. New Jersey.
[29] 于晶, Shaofei Li. 担心二语自我是一个独立的自我——对二语动机自我系统的重新审视[J]. 外语界, 2021(6): 72-79.
[30] 刘珍, 姚孝军, 胡素芬. 大学生二语自我、焦虑和动机学习行为的结构分析[J]. 外语界, 2012(6): 28-37, 94.
[31] 孔浩璇, 喻东源. 动态系统理论下非英语专业研究生二语动机自我系统调查研究[J]. 甘肃开放大学学报, 2023, 33(5): 17-22.
[32] Papi, M. (2010) The L2 Motivational Self System, L2 Anxiety, and Motivated Behavior: A Structural Equation Modeling Approach. System, 38, 467-479. [Google Scholar] [CrossRef] 
[33] Gao, Q., Chen, P., Zhou, Z. and Jiang, J. (2019) The Impact of School Climate on Trait Creativity in Primary School Students: The Mediating Role of Achievement Motivation and Proactive Personality. Asia Pacific Journal of Education, 40, 330-343. [Google Scholar] [CrossRef] 
[34] Verner-Filion, J., Véronneau, M., Vaillancourt, M. and Mathys, C. (2023) Perceived School Climate and School Grades in Secondary School Students: The Mediating Effect of Self-Determined Motivation. Contemporary Educational Psychology, 74, Article ID: 102202. [Google Scholar] [CrossRef] 
[35] 张红, 杜欣然. 大学生英语学习动机类型及其影响[J]. 当代外语研究, 2021(6): 105-118, 131.
[36] Li, X. and Han, J. (2023) What Motivates Korean Language Learners to Learn? Motivational Characteristics and Their Relationships with Learning Engagement. The Asia-Pacific Education Researcher, 33, 273-282. [Google Scholar] [CrossRef] 
[37] 任庆梅. 大学生英语课堂学习投入多维评价体系的理论框架[J]. 外语界, 2021(2): 37-45.
[38] 鲍振宙, 张卫, 李董平, 等. 校园氛围与青少年学业成就的关系: 一个有调节的中介模型[J]. 心理发展与教育, 2013(1): 61-70.
[39] 王峰, 陈昊, 杨伟星. 学校氛围对大学生学习投入的影响: 情绪智力的中介作用[J]. 中国健康心理学杂志, 2017(1): 101-105.