在中国智能教室的英语学习环境中，研究学术情绪、课堂参与度和自我效能感之间的相互关系。
Investigating the interrelationship among academic emotions, classroom engagement, and self-efficacy in the context of EFL learning in smart classrooms in China.
作者信息
Hu Yeting, Fang Chuanzhi, Wu Jinhua, Mi Lan, Dai Ping
机构信息
Faculty of General Education and Foreign Languages, Anhui Institute of Information Technology, Wuhu, China.
School of Humanities, Universiti Sains Malaysia, Penang, Malaysia.
出版信息
Aust J Psychol. 2024 Jan 29;76(1):2300460. doi: 10.1080/00049530.2023.2300460. eCollection 2024.
OBJECTIVE
This study aims to fill in the gap by exploring the interrelationship among academic emotions, classroom engagement and self-efficacy in EFL learning among Chinese non-English majors in smart classrooms.
METHODS
A total of 409 non-English majors in their first year from a Chinese university completed the revised version of the academic emotions scale, classroom engagement scale and self-efficacy scale and their interrelationship has been analysed by Structural Equation Modelling.
RESULTS
Positive emotion significantly enhances classroom engagement, while negative emotion does not. Classroom engagement has a significant effect on promoting self-efficacy, which is influenced by both positive and negative emotions, with positive emotions having a greater impact. Specifically, classroom engagement mediates the relationship between positive emotion and self-efficacy, whereas it does not mediate between negative emotion and self-efficacy.
CONCLUSION
Smart classrooms can stimulate students' positive academic emotions, increase their engagement in learning so as to enhance their self-efficacy.
目的
本研究旨在通过探索智能课堂环境下中国非英语专业学生在英语学习中学习情绪、课堂参与度和自我效能感之间的相互关系来填补这一空白。
方法
一所中国大学的409名非英语专业一年级学生完成了学术情绪量表、课堂参与度量表和自我效能感量表的修订版，并通过结构方程模型分析了它们之间的相互关系。
结果
积极情绪显著提高课堂参与度，而消极情绪则不然。课堂参与度对提升自我效能感有显著影响，自我效能感受积极和消极情绪的影响，其中积极情绪的影响更大。具体而言，课堂参与度在积极情绪与自我效能感之间起中介作用，而在消极情绪与自我效能感之间不起中介作用。
结论
智能课堂可以激发学生积极的学习情绪，提高他们的学习参与度，从而增强他们的自我效能感。
Zotero 插件