Shang Yang, Ma Lingling
School of Foreign Languages, Xuchang University, Xuchang 461000, China.
School of Foreign Languages, Xuchang University, Xuchang 461000, China.
Acta Psychol (Amst). 2024 Nov;251:104550. doi: 10.1016/j.actpsy.2024.104550. Epub 2024 Oct 31.
BACKGROUND/PURPOSE: In the context of deepening globalization, English, as the primary language for international communication, has become an indispensable component of personal academic, professional, and social capabilities. For college students, English proficiency is not only a key factor for academic success but also a crucial source of competitiveness in the future job market. By identifying key psychological factors such as classroom anxiety, learning motivation, and self-efficacy, this study aims to elucidate how these factors influence college students' English achievement, thereby filling the research gap in the current literature and proposing targeted educational strategies to improve students' English learning outcomes.
This study adopts Social Cognitive Theory (SCT) and Self-Determination Theory (SDT) as its theoretical framework, constructing a model to explore the relationships among classroom anxiety, learning motivation, self-efficacy, and English achievement. Data were collected from 1000 randomly selected college students using the classroom anxiety scale, English learning motivation Scale, self-efficacy scale, and self-perceived English proficiency scale to analyze the impact of these psychological factors on English achievement.
The results indicate that classroom anxiety significantly negatively affects English achievement (β = -0.296; p < 0.001) and self-efficacy (β = -0.242; p < 0.001), while learning motivation (β = 0.145; p < 0.001) and self-efficacy (β = 0.328; p < 0.001) both significantly positively affect English Achievement. Further analysis reveals that self-efficacy plays a partial mediating role between classroom anxiety and English achievement, as well as between learning motivation and English achievement.
Classroom anxiety and learning motivation are important predictors of English achievement, with self-efficacy playing a critical mediating role. This finding highlights the importance of assessing and intervening in these psychological factors to improve English learning outcomes in the Chinese educational context. The results of this study not only provide new insights into the existing literature but also offer practical recommendations for educators and policymakers to better support students in their English learning.
背景/目的：在全球化不断深入的背景下，英语作为国际交流的主要语言，已成为个人学术、职业和社交能力不可或缺的组成部分。对于大学生而言，英语水平不仅是学业成功的关键因素，也是未来就业市场竞争力的重要来源。本研究通过识别课堂焦虑、学习动机和自我效能感等关键心理因素，旨在阐明这些因素如何影响大学生的英语成绩，从而填补当前文献中的研究空白，并提出有针对性的教育策略以提高学生的英语学习成果。
本研究采用社会认知理论（SCT）和自我决定理论（SDT）作为理论框架，构建一个模型来探究课堂焦虑、学习动机、自我效能感和英语成绩之间的关系。使用课堂焦虑量表、英语学习动机量表、自我效能感量表和自我感知英语水平量表，从1000名随机抽取的大学生中收集数据，以分析这些心理因素对英语成绩的影响。
结果表明，课堂焦虑对英语成绩（β = -0.296；p < 0.001）和自我效能感（β = -0.242；p < 0.001）有显著的负面影响，而学习动机（β = 0.145；p < 0.001）和自我效能感（β = 0.328；p < 0.001）均对英语成绩有显著的正面影响。进一步分析表明，自我效能感在课堂焦虑与英语成绩之间以及学习动机与英语成绩之间起部分中介作用。
课堂焦虑和学习动机是英语成绩的重要预测因素，自我效能感起关键的中介作用。这一发现凸显了在中国教育背景下评估和干预这些心理因素以提高英语学习成果的重要性。本研究结果不仅为现有文献提供了新的见解，也为教育工作者和政策制定者提供了切实可行的建议，以便更好地支持学生的英语学习。
