课堂环境、二语坚毅与英语学业成绩的关系——学业情绪的中介作用  

Classroom Environment,L2 Grit,and English Learning Achievement:The Mediating Effects of Academic Emotions

作　　者：韦晓保[1] 彭剑娥[2] 秦丽莉 杨连瑞[4] WEI Xiaobao;PENG Jian'e;QIN Lili;YANG Lianrui(East China University of Science and Technology;Shantou University;Guangdong University of Foreign Studies;Ocean University of China)

机构地区：[1]华东理工大学 [2]汕头大学 [3]广东外语外贸大学 [4]中国海洋大学

出　　处：《现代外语》2024年第1期89-100,共12页Modern Foreign Languages

摘　　要：本研究基于积极心理学的三支柱理论,探索课堂环境、二语坚毅对英语学业成绩的预测作用以及学业情绪(包括二语愉悦、焦虑和无聊)在其中的中介作用。共267名本土初三英语学习者参与问卷调查,研究结果采用结构方程模型方法分析。结果显示,课堂环境、二语坚毅对英语学业成绩无直接预测作用,但通过上述情绪间接预测英语学业成绩。其中,愉悦起正向中介作用,焦虑和无聊起负向中介作用。研究结果为更好了解积极心理学的三大支柱之间的关系提供实证依据,为提升学生的英语课堂体验和学习成效带来实践启示。Drawing on the Three Pillars of positive psychology,this study explored the predictive roles of classroom environment and second language(L2)grit on students'English learning achievement,and the mediating effects of academic emotions(i.e.,L2 enjoyment,anxiety,and boredom).Data were collected through a survey of 267 Chinese Grade-9 English learners and analyzed using structural equation modeling.The results show that classroom environment and L2 grit had no direct predictive effects on English learning achievement,but indirectly predicted achievement through the aforementioned emotions.Specifically,enjoyment showed a positive mediating effect,and anxiety and boredom showed negative mediating effects.The findings provide empirical evidence for a better understanding of the relationships between the Three Pillars and offer practical implications for fostering students'positive English classroom experiences and enhancing their learning outcomes.

关 键 词：课堂环境 二语坚毅 二语愉悦 二语无聊 积极心理学 

分 类 号：H319[语言文字—英语]