成绩目标导向对大学英语学业求助的争议性影响研究  

A Study of the Conflicting Effects of Performance Goal Orientations on College EFL Learners’Academic Help Seeking

作　　者：周小兰[1] 陈登峰 王颖[1] ZHOU Xiaolan;CHEN Dengfeng;WANG Ying

机构地区：[1]山东大学外国语学院,山东济南250100

出　　处：《外语与外语教学》2022年第5期107-115,148,149,共11页Foreign Languages and Their Teaching

基　　金：国家基础学科拔尖学生培养计划2.0项目“外语教学视域下拔尖生的国际化障碍与破解研究”(项目编号:20212060);山东大学教育教学改革研究项目“同侪压力对拔尖生英语学习的影响研究与教改启示”(项目编号:2022Y333)的阶段性研究成果。

摘　　要：本研究基于成就目标理论,聚焦成绩目标导向对我国高校大学生英语学习的争议性影响,考察秉持两种成绩目标类型的学习主体如何通过不同学业求助行为影响英语学业成就。基于650个非英语专业生的样本数据,实证结果表明:成绩趋近目标个体偏好工具性求助,抗拒执行性求助;与之相反,成绩回避目标个体抗拒工具性求助,偏好执行性求助;工具性求助与执行性求助在成绩趋近目标导向与学业成就间具有部分中介效应,在成绩回避目标导向与学业成就间具有完全中介效应。研究发现为外语教学实践者利用动机行为规律改善大学生英语学习效果提供了重要的实践启示。This study uses achievement goal theory to examine how two types of performance goals affect EFL learners’academic achievement via academic help seeking.Specifically,the study focuses on the conflicting effects of performance goal orientations on EFL learning.Based on the survey data from 650 non-English majors,the study shows that learners with performance approach goal solicit instrumental help seeking but resist executive help seeking,while learners with performance avoidance goal act in an opposite way;both instrumental help seeking and executive help seeking partially mediate the relationship between performance approach goal and academic achievement,and fully mediate the relationship between performance avoidance goal and academic achievement.The findings provide important implications for EFL teachers to improve non-English majors’EFL learning by following the patterns of motivational behavior.

关 键 词：成绩目标导向 学业求助 英语学业成就 

分 类 号：H319[语言文字—英语]