Xu Qianqian, Xu Zhiyong, Tan Aihua, Yu Zhikai
School of Chinese Language and Literature, Hubei University, Wuhan, Hubei, People's Republic of China.
School of Medicine and Health Management, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei, People's Republic of China.
Psychol Res Behav Manag. 2025 Jun 11;18:1319-1332. doi: 10.2147/PRBM.S520923. eCollection 2025.
Anxiety disorders have been a challenging problem across all age groups, especially for college students, and they can have detrimental effects on students' academic performance, especially for English learning. However, the underlying mechanisms about the association between anxiety disorders and English writing performance remain undetermined. Based on theoretical and empirical researches, this study develops a chain mediating model to test whether learning motivation and metacognitive strategies mediate the relationship between anxiety disorders and English academic writing performance among college students.
A cross-sectional study with a sample consisting of 2804 college students was carried out. They all completed a self-report questionnaire with demographic information, anxiety disorders, learning motivation, metacognitive strategies and English academic writing performance. SPSS26 and Mplus8.3 were used to analyze the data.
Anxiety disorders were found to negatively predict English academic writing performance, as well as learning motivation and metacognitive strategies. Both learning motivation and metacognitive strategies mediated the relationship between anxiety disorders and English academic writing performance, separately. Moreover, learning motivation and metacognitive strategies together had a chain mediating effect on this relationship.
Anxiety disorders take a toll on learning motivation and metacognitive strategies, which can eventually lead to poorer English academic writing performance. These findings contribute to the understanding of the potential pathway of how anxiety disorders influence English academic writing performance and provide practical implications for the prevention and intervention of mental health among college students.
焦虑症在所有年龄段都是一个具有挑战性的问题，对大学生而言尤其如此，并且会对学生的学业表现产生不利影响，在英语学习方面影响尤甚。然而，焦虑症与英语写作表现之间关联的潜在机制仍不明确。基于理论和实证研究，本研究构建了一个链式中介模型，以检验学习动机和元认知策略是否在大学生焦虑症与英语学术写作表现之间的关系中起中介作用。
开展了一项横断面研究，样本包括2804名大学生。他们都完成了一份自我报告问卷，内容涉及人口统计学信息、焦虑症、学习动机、元认知策略和英语学术写作表现。使用SPSS26和Mplus8.3对数据进行分析。
研究发现，焦虑症对英语学术写作表现、学习动机和元认知策略均有负向预测作用。学习动机和元认知策略分别在焦虑症与英语学术写作表现之间的关系中起中介作用。此外，学习动机和元认知策略共同对这一关系产生链式中介效应。
焦虑症会损害学习动机和元认知策略，最终导致英语学术写作表现较差。这些发现有助于理解焦虑症影响英语学术写作表现的潜在途径，并为大学生心理健康的预防和干预提供实际启示。
