Zhang Yining, Dong Lianqi
Department of Foreign Languages and Literatures, Tsinghua University, Beijing, China.
Front Psychol. 2022 Aug 9;13:938346. doi: 10.3389/fpsyg.2022.938346. eCollection 2022.
Motivational regulation is crucial to explaining autonomous self-regulated learning, yet has received relatively little empirical attention. This study therefore examined how 230 college students' motivational-regulation strategies affected their proximal and distal second-language writing-achievement emotions (i.e., enjoyment and anxiety), and sought evidence of interactive effects of such strategies and self-regulated learning strategies on each of these two types of emotions. All the studied types of motivational-regulation strategy were found to directly predict both proximal and distal writing enjoyment, under a "the more the happier" principle, but only a performance-oriented motivational regulation strategy predicted proximal or distal writing anxiety. A social-behavior learning strategy was found to counteract the high proximal anxiety caused by heavy use of the performance self-talk motivational regulation strategy; and motivational-regulation predictors also emerged as stable predictors of both proximal and distal writing well-being. These findings are expected to be both theoretically valuable to the study of motivational regulation under the self-regulated learning framework, and of practical value to educators, learners, and curriculum designers.
动机调节对于解释自主的自我调节学习至关重要，但相对而言受到的实证关注较少。因此，本研究考察了230名大学生的动机调节策略如何影响他们近期和远期的第二语言写作成就情绪（即愉悦感和焦虑感），并探寻此类策略与自我调节学习策略对这两种情绪的交互作用的证据。结果发现，所有研究的动机调节策略类型都在“越多越快乐”的原则下直接预测了近期和远期写作愉悦感，但只有一种以成绩为导向的动机调节策略预测了近期或远期写作焦虑。研究发现，一种社会行为学习策略能够抵消因大量使用成绩自我对话动机调节策略而导致的较高的近期焦虑；动机调节预测因素也成为了近期和远期写作幸福感的稳定预测因素。这些发现有望在自我调节学习框架下对动机调节研究具有理论价值，对教育工作者、学习者和课程设计者具有实践价值。
