A Study of the Relation Among College English Learners'Perceived Social Support,Foreign Language Emotions and Learning Engagement
This research examines current situations of perceived social support,foreign language emotions and learning engagement and the relations among the three using data from a questionnaire survey of 682 college students learning English.The findings demonstrate that(1)college English learners'perceived social support and learning engagement are above the average level;in the process of English learning,they experience high-level enjoyment,medium-level anxiety and low-level boredom;(2)learning engagement and its sub-dimensions are significantly positively predicted by perceived social support,with cognitive engagement and emotional engagement having the highest and smallest predictive effects respectively;(3)through the indirect mediating effect,foreign language enjoyment positively predicts learning engagement;foreign language boredom negatively predicts learning engagement,while anxiety has no discernible mediating effect;(4)foreign language anxiety negatively moderates the relationship between perceived social support and learning engagement.The results show that foreign language teachers should actively construct efficient social support networks,and cultivate students'positive emotions to enhance their engagement.
perceived social supportlearning engagement in the foreign language classroomforeign language emotions
NETL
NSTL
万方数据
