高校外语教师参加学术会议动机的实证研究  

An empirical study on university foreign language teachers’motivation to attend academic conferences

作　　者：刘宏刚 Liu Honggang(School of Foreign Languages,Soochow University,Suzhou 215008,China)

机构地区：[1]苏州大学外国语学院,江苏苏州215008

出　　处：《辽宁师范大学学报(社会科学版)》2025年第2期72-78,共7页Journal of Liaoning Normal University(Social Science Edition)

基　　金：国家社会科学基金一般项目“高校外语教师专业发展动机及其影响因素的生态模型构建研究”(15BYY099)。

摘　　要：本研究通过问卷调查的方式,对1066名高校外语教师的参会动机进行了实证研究。采用探索性因子分析和验证性因子分析的方法,发现了四种参会动机:内在需求动机、学术关系动机、政策支持动机和压力缓解动机。这四种动机共同构成了高校外语教师参加学术会议动机框架。此外,独立样本T检验结果显示,其他语种教师和英语教师在学术关系动机上存在显著差异,前者的学术关系动机水平高于后者。本研究是Boshier等人提出的成人教育动机理论在外语教育领域的又一具化成果,为丰富和完善外语教师参会动机框架研究提供了参考,对外语教师动机研究有积极的推动作用。This study explores the motivations of 1066 university foreign language teachers to attend academic conferences through a questionnaire survey.Employing both exploratory factor analysis(EFA)and confirmatory factor analysis(CFA),the research identifies four primary motivational factors,namely,internal need,academic contact,policy support and stress relief.These dimensions collectively form the“Motivation Framework for University Foreign Language Teachers to Attend Academic Conferences”.Additionally,the independent samples T-test results indicate a significant difference in academic contact between teachers of languages other than English and teachers of English,with the former demonstrating a higher level of academic contact.This study applies Boshier’s adult education motivation theory to the field of foreign language education,providing a basis for further enrichment and improvement of the motivation framework for foreign language teachers’conference participation.It contributes positively to research on foreign language teachers’motivation.

关 键 词：高校外语教师 参加学术会议动机 实证研究 成人教育动机理论 

分 类 号：G451[文化科学—教育学]