二语坚毅与学业浮力对学习投入的影响
The Impact of L2 Grit and Academic Buoyancy on Learning Engagement
王幼琨1
作者信息
摘要
本研究基于性格优势理论和自我调节学习理论,通过对276名非英语专业研究生的问卷调查与结构方程建模,探索积极心理因素二语坚毅与学业浮力对学习投入的影响路径.结果显示:二语坚毅与学业浮力都处于中等水平,二语坚毅正向影响学习投入,学业浮力在二语坚毅对学习投入的影响中起部分中介作用.该研究结果证明了"二语坚毅→学业浮力→学习投入"的中介链,可为教师从培养积极心理品质角度促进学生的学习投入,提供实证依据.
Abstract
Based on character strengths and self-regulated learning theories,this study explored the pathway of the impact of L2 grit and academic buoyancy on learning engagement through the survey of 276 non-English major postgraduates and structural equation modelling.The results showed that L2 grit and academic buoyancy were in the medium level,L2 grit had direct and positive effect on learning engagement,and this impact was partially mediated by academic buoyancy.The findings have testified the mediating path of"L2 grit → academic buoyancy →learning engagement",which provide empirical evidence for teachers to enhance students'learning engagement through cultivating positive psychological qualities.
关键词
二语坚毅/学业浮力/学习投入/中介作用Key words
L2 grit/academic buoyancy/learning engagement/mediating effect引用本文复制引用
出版年
2024
NETL
NSTL
万方数据