感知教师支持对大学生外语学习投入的影响研究——外语愉悦情绪为中介
The Research on the Influence of Perceived Teacher Support on College Students’ Academic Engagement in Foreign Language Learning —Foreign Language Enjoyment as the Mediator
摘要: 本研究旨在调查大学生在外语课堂中的感知教师支持、外语愉悦和外语学习投入之间的关系。为此作者招募了477名大学生填写了在线问卷，并采用SPSS27.0进行描述性分析、相关分析、回归分析和中介效应检验。结果表明，在外语课堂中大学生的感知教师支持、外语愉悦和外语学习投入水平均为中等偏高；其感知教师支持、外语愉悦和外语学习投入之间均存在显著的正相关；外语愉悦部分中介了感知教师支持对外语学习投入的影响。最后，作者提出了本研究对教育工作者及研究人员的启示以及未来的研究方向。
Abstract: The purpose of this study is to investigate the relationships among perceived teacher support, foreign language enjoyment, and foreign language learning engagement among college students. To this end, the author recruited 477 college students to complete an online questionnaire and employed SPSS27.0 for descriptive analysis, correlation analysis, regression analysis, and mediation effect testing. The results indicate that the levels of perceived teacher support, foreign language enjoyment, and foreign language learning engagement among college students are moderately high; there are significant positive correlations among perceived teacher support, foreign language enjoyment, and foreign language learning engagement; and foreign language enjoyment fully mediates the influence of perceived teacher support on foreign language learning engagement. Finally, the author presents the implications of this study for educators and researchers, as well as directions for future research.
文章引用：谢煜欣. 感知教师支持对大学生外语学习投入的影响研究——外语愉悦情绪为中介[J]. 现代语言学, 2024, 12(10): 792-799. https://doi.org/10.12677/ml.2024.1210956

参考文献

[1] 倪士光, 伍新春. 学习投入: 概念、测量与相关变量[J]. 心理研究, 2011, 4(1): 81-87.
[2] 苏琪. 大学生英语学习投入的结构方程模型研究[J]. 外语教学理论与实践, 2019(1): 83-88, 47.
[3] 徐锦芬, 范玉梅. 社会认知视角下的外语学习者投入研究[J]. 外语教学, 2019, 40(5): 39-43, 56.
[4] Christenson, S.L., Reschly, A.L. and Wylie, C. (2012) Handbook of Research on Student Engagement. Springer Science & Business Media.
[5] 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] 
[6] Sadoughi, M. and Hejazi, S.Y. (2021) Teacher Support and Academic Engagement among EFL Learners: The Role of Positive Academic Emotions. Studies in Educational Evaluation, 70, Article 101060. [Google Scholar] [CrossRef] 
[7] 张茜, 王建华. 教师支持与大学生外语学习投入的关系探究——学业情绪的多重中用[J]. 中国外语, 2023, 20(5): 69-77.
[8] Mercer, S. and Dörnyei, Z. (2020) Engaging Language Learners in Contemporary Classrooms. Cambridge University Press. [Google Scholar] [CrossRef] 
[9] 刘晓红, 郭继东. 外语在线教学教师支持与学生交互投入和学习愉悦的关系[J]. 解放军外国语学院学报, 2021, 44(5): 34-42, 160.
[10] Csikszentmihalyi, M. (2009) The Promise of Positive Psychology. Psychological Topics, 18, 203-211.
[11] 姜艳. 影响中国大学生外语愉悦的教师因素研究[J]. 外语界, 2020(1): 60-68.
[12] Newmann, F.M. (1992) Student Engagement and Achievement in American Secondary Schools. Teachers College Press.
[13] 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] 
[14] Reeve, J. and Tseng, C. (2011) Agency as a Fourth Aspect of Students’ Engagement during Learning Activities. Contemporary Educational Psychology, 36, 257-267. [Google Scholar] [CrossRef] 
[15] Hejazi, S.Y. and Sadoughi, M. (2022) How Does Teacher Support Contribute to Learners’ Grit? The Role of Learning Enjoyment. Innovation in Language Learning and Teaching, 17, 593-606. [Google Scholar] [CrossRef] 
[16] Dewaele, J. and 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. [Google Scholar] [CrossRef] 
[17] 梁云真. 基于量规的同伴互评对在线学习认知、情感投入度及学习成效的影响研究[J]. 电化教育研究, 2018, 39(9): 66-74.
[18] 范玉梅. 任务类型对同伴互动中学习者投入的影响研究[J]. 解放军外国语学院学报, 2019, 42(6): 29-37．
[19] 任庆梅. 大学英语有效课堂环境构建及评价的影响机制[J]. 外语教学与研究, 2018, 50(5): 703-714.
[20] Randolph, K.A., Fraser, M.W. and Orthner, D.K. (2006) A Strategy for Assessing the Impact of Time-Varying Family Risk Factors on High School Dropout. Journal of Family Issues, 27, 933-950. [Google Scholar] [CrossRef] 
[21] 吕中舌, 杨元辰. 大学生英语动机自我系统及其与学习投入程度的相关性——针对清华大学非英语专业大一学生的实证研究[J]. 清华大学教育研究, 2013, 34(3): 118-124.
[22] 段陆生, 李永鑫. 大学生专业承诺、学习倦怠与学习投入的关系. 中国健康心理学杂志, 2008, 16(4): 409-411.
[23] Babad, E. (1990) Measuring and Changing Teachers’ Differential Behavior as Perceived by Students and Teachers. Journal of Educational Psychology, 82, 683-690. [Google Scholar] [CrossRef] 
[24] Wentzel, K.R., Muenks, K., McNeish, D. and Russell, S. (2017) Peer and Teacher Supports in Relation to Motivation and Effort: A Multi-Level Study. Contemporary Educational Psychology, 49, 32-45. [Google Scholar] [CrossRef] 
[25] Ma, L., Luo, H. and Xiao, L. (2021) Perceived Teacher Support, Self-Concept, Enjoyment and Achievement in Reading: A Multilevel Mediation Model Based on PISA 2018. Learning and Individual Differences, 85, Article 101947. [Google Scholar] [CrossRef] 
[26] 欧阳丹. 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[D]: [硕士学位论文]. 桂林: 广西师范大学, 2005.
[27] Jelas, Z.M., Azman, N., Zulnaidi, H. and Ahmad, N.A. (2016) Learning Support and Academic Achievement among Malaysian Adolescents: The Mediating Role of Student Engagement. Learning Environments Research, 19, 221-240. [Google Scholar] [CrossRef] 
[28] 罗云, 赵鸣, 王振宏. 初中生感知教师自主支持对学业倦怠的影响: 基本心理需要、自主动机的中介作用[J]. 心理发展与教育, 2014, 30(3): 312-321.
[29] Csikszentmihalyi, M. (1990) Flow: The Psychology of Optimal Experience. Harper Collins.
[30] Csikszentmihalyi, M. (1997) Happiness and Creativity. Futurist, 31, S8-S12.
[31] Li, C. (2020) A Positive Psychology Perspective on Emotional Intelligence and Classroom Emotions in Second Language Learning. Wuhan University Press.
[32] Dewaele, J., Witney, J., Saito, K. and Dewaele, L. (2017) Foreign Language Enjoyment and Anxiety: The Effect of Teacher and Learner Variables. Language Teaching Research, 22, 676-697. [Google Scholar] [CrossRef] 
[33] Jiang, Y. and Dewaele, J. (2019) How Unique Is the Foreign Language Classroom Enjoyment and Anxiety of Chinese EFL Learners? System, 82, 13-25. [Google Scholar] [CrossRef] 
[34] Li, C. (2019) A Positive Psychology Perspective on Chinese EFL Students’ Trait Emotional Intelligence, Foreign Language Enjoyment and EFL Learning Achievement. Journal of Multilingual and Multicultural Development, 41, 246-263. [Google Scholar] [CrossRef] 
[35] Sampson, R.J. (2018) The Feeling Classroom: Diversity of Feelings in Instructed L2 Learning. Innovation in Language Learning and Teaching, 14, 203-217. [Google Scholar] [CrossRef] 
[36] Shao, K. and Parkinson, B. (2021) Social Psychological Accounts of Peer Emotion Transfer in EFL Classrooms: A Doubly Latent Multilevel Analysis. Language Teaching Research, 28, 654-678. [Google Scholar] [CrossRef] 
[37] Li, C., Jiang, G. and Dewaele, J. (2018) Understanding Chinese High School Students’ Foreign Language Enjoyment: Validation of the Chinese Version of the Foreign Language Enjoyment Scale. System, 76, 183-196. [Google Scholar] [CrossRef] 
[38] Richards, J.C. (2020) Exploring Emotions in Language Teaching. RELC Journal, 53, 225-239. [Google Scholar] [CrossRef] 
[39] Dörnyei, Z. (2005) The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Routledge.
[40] Pekrun, R. (2006) The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18, 315-341. [Google Scholar] [CrossRef]