Lu Tuanhua, Sanitah Mohd Yusof, Huang Yongliang
School of Foreign Languages, Xianyang Normal University, Xianyang, China.
School of Education, Faculty of Social Science and Humanities, Universiti Teknologi Malaysia, Johor Bahru, Malaysia.
Front Psychol. 2022 Jul 29;13:923466. doi: 10.3389/fpsyg.2022.923466. eCollection 2022.
Learning capabilities among students are the crucial element for the student's success in learning a particular language, and this phenomenon needs recent studies. The current study examines the impact of self-efficacy and resistance to innovation on the demotivation and insufficient learning capabilities of preservice English normal students in China. The current research also investigates the mediating impact of demotivation among self-efficacy, resistance to innovation, and insufficient learning capabilities. The questionnaires were employed by the researchers to gather the data from chosen respondents. The preservice English students are the respondents of the study. These are selected using purposive sampling. These questionnaires were forwarded to them by personal visits. The researchers have sent 690 surveys but only received 360 surveys and used them for analysis. These surveys represented a 52.17% response rate. The SPSS-AMOS was applied to test the relationships among variables and also test the hypotheses of the study. The results revealed that self-efficacy and resistance to innovation have a significant and a positive linkage with demotivation and insufficient learning capabilities. The findings also indicated that demotivation significantly mediates self-efficacy, resistance to innovation, and insufficient learning capabilities. The article helps the policymakers to establish the regulations related to the improvement of learning capabilities using innovation adoption and motivation of the students.
学生的学习能力是其成功学习一门特定语言的关键因素，这一现象需要近期的研究。本研究考察了自我效能感和创新抵触对中国英语教育专业准教师的学习动力不足和学习能力欠缺的影响。本研究还调查了学习动力不足在自我效能感、创新抵触和学习能力欠缺之间的中介作用。研究人员采用问卷调查的方式从选定的受访者那里收集数据。英语教育专业准教师是本研究的受访者。这些受访者采用目的抽样法选取。问卷通过登门拜访的方式发放给他们。研究人员共发放了690份问卷，但仅收到360份并用于分析。这些问卷的回复率为52.17%。运用SPSS-AMOS来检验变量之间的关系，并对研究假设进行检验。结果显示，自我效能感和创新抵触与学习动力不足和学习能力欠缺之间存在显著的正相关关系。研究结果还表明，学习动力不足在自我效能感、创新抵触和学习能力欠缺之间起到显著的中介作用。本文有助于政策制定者制定相关规定，通过采用创新手段和激发学生的学习动力来提高学生的学习能力。
