英语阅读中的控制–价值评价与投入关系研究——学业情绪的多重中介作用  

Control-Value Appraisals and Engagement in English Reading:Multiple Mediating Effects of Academic Emotions

作　　者：徐锦芬[1] 邱钰景 XU Jinfen;QIU Yujing(School of Foreign Languages,Huazhong University of Science and Technology,Wuhan 430074,China)

机构地区：[1]华中科技大学,湖北省武汉市430074

出　　处：《外语教学与研究》2025年第1期68-80,共13页Foreign Language Teaching and Research

基　　金：国家社科基金重点项目“教育生态视角下我国大学生英语学习多元互动研究”(20AYY015)的阶段性成果。

摘　　要：本研究基于控制-价值理论,通过问卷调查考察中国大学英语学习者在英语阅读中的控制-价值评价、学业情绪和整体投入情况,并运用结构方程模型探究这三者之间的关联与作用机制。结果表明:1)学习者在英语阅读中的控制-价值评价和投入总体上处于中高水平,其中认知投入的程度最高;2)学习者在英语阅读过程中体验了丰富多样的学业情绪,且高唤醒情绪得分明显高于低唤醒情绪;3)学习者的控制-价值评价对阅读投入具有显著的直接预测作用;4)多种学业情绪在控制-价值评价与阅读投入之间存在多重中介效应,其中积极情绪的中介效应显著强于消极情绪。本研究发现对于优化英语阅读教学策略和提升学习者的英语阅读表现具有重要实践意义。Drawing on the Control-Value Theory,this study employed a questionnaire survey to explore the general profile of Chinese undergraduates'control-value appraisals,academic emotions and engagement in English reading.The links and influencing mechanisms among these factors were also investigated via structural equation modeling.The results reveal the following:1)Learners generally exhibited moderate to high levels of control-value appraisals and engagement in English reading,and their cognitive engagement achieved the highest score among the three engagement subdimensions;2)Learners experienced a diverse range of academic emotions during English reading,with notably higher scores in activating than deactivating emotions;3)Learners'control-value appraisals acted as significant predictors of their engagement in reading;4)Various academic emotions mediated the relationship between control-value appraisals and reading engagement,with the mediating effect of positive emotions being more significant than that of negative emotions.This study provides practical implications for optimizing English reading teaching strategies and bolstering learners'performance.

关 键 词：控制-价值理论 英语阅读投入 学业情绪 中介效应 

分 类 号：H319.3[语言文字—英语]