School of Foreign Languages, Guangxi University, Nanning, China.
PLoS One. 2024 Aug 27;19(8):e0307704. doi: 10.1371/journal.pone.0307704. eCollection 2024.
This study constructed a robust theoretical model aimed at elucidating the determinants that shape college EFL teachers' research intentions by integrating the tenets of Self-Determination Theory (SDT) with Theory of Planned Behavior (TPB). This model was empirically validated using data from 271 EFL teachers from eight colleges in China, selected through stratified sampling and collected via paper questionnaires, then analyzed using structural equation modeling. The findings underscore the instrumental roles of both autonomous and controlled motivations in driving research-related behaviors, thereby reinforcing the foundational concepts of SDT. Additionally, this study provides intricate insights into the mechanisms wherein motivation steers immediate determinants of research intention, encompassing attitudes, subjective norms, and perceived behavioral control. This melding of SDT and TPB offers an all-encompassing perspective on the multifaceted nexus between motivation and research intentions. Consequently, this refined model not only marks a pivotal stride in advancing teacher education theory but also establishes a guiding framework for forthcoming research and interventions, accentuating the imperative of fostering research intentions among college EFL educators.
本研究通过整合自我决定理论（SDT）和计划行为理论（TPB）的原理，构建了一个稳健的理论模型，旨在阐明影响大学英语教师研究意向的决定因素。该模型通过分层抽样从中国八所高校的 271 名英语教师中收集纸质问卷数据进行实证验证，然后使用结构方程模型进行分析。研究结果强调了自主和受控动机在驱动与研究相关的行为方面的工具作用，从而强化了 SDT 的基础概念。此外，本研究深入探讨了动机影响研究意向的直接决定因素的机制，包括态度、主观规范和感知行为控制。SDT 和 TPB 的融合为动机和研究意向之间的多方面关系提供了全面的视角。因此，这个改进后的模型不仅标志着教师教育理论的重要进展，而且为未来的研究和干预提供了指导框架，强调了培养大学英语教育者研究意向的重要性。
