成就目标定向与动机调控策略对英语学习投入的影响

doi:10.12002/j.bisu.588

摘要/Abstract

摘要： 学习投入是二语教育研究领域的重要议题。探索动机性因素对学习投入的影响，有利于研究者深入了解大学生的自我调节学习机制。本研究基于成就目标理论，通过对299名非英语专业学生进行问卷调查和结构方程建模，探索成就目标定向与动机调控策略对英语学习投入的影响以及动机调控策略的中介作用。结果显示：掌握目标定向和成绩接近目标定向直接正向影响学习投入，而成绩回避目标定向直接负向影响学习投入；动机调控策略直接正向影响学习投入；动机调控策略在掌握目标定向和成绩接近目标定向对学习投入的正向影响中起部分中介作用，而在成绩回避目标定向对学习投入的负向影响中不起中介作用。本研究可为教师从培养学生的动机信念和动机调控角度来促进英语学习投入提供实证依据。

关键词: 成就目标定向; 动机调控策略; 英语学习投入; 结构方程建模

Abstract:

Learning engagement is an important topic in the research on second language education. Exploring the impact of motivational factors on learning engagement enables researchers to understand college students’ self-regulated learning mechanisms. Based on goal-orientation learning theory, the impact of goal orientations and motivational regulation strategies on engagement in English learning was explored in this study, as well as the mediating role of motivational regulation strategies through a survey of 299 non-English majors and structural equation modeling. The results revealed that both mastery and performance-approach goal orientations had direct and positive effects on learning engagement, while performance-avoidance goal orientation had direct and negative effects. Motivational regulation strategies had direct and positive effects on learning engagement; while such strategies could partially mediate the positive relationships among mastery, performance-approach goal orientations and learning engagement, they could not mediate the negative relationship between performance-avoidance goal orientation and learning engagement. The findings can provide empirical evidence for teachers to improve students’ engagement in English learning by cultivating motivational beliefs and motivational regulation.

Keywords: achievement goal orientations; motivational regulation strategies; engagement in English learning; structural equation modeling

中图分类号:

H319

王幼琨. 成就目标定向与动机调控策略对英语学习投入的影响[J]. 北京第二外国语学院学报, 2025, 47(3): 75-89.

Wang Youkun. The Impact of Achievement Goal Orientations and Motivational Regulation Strategies on Engagement in English Learning[J]. Journal of Beijing International Studies University, 2025, 47(3): 75-89.

图/表 3

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	掌握目标定向	成绩接近目标定向	成绩回避目标定向	动机调控策略	英语学习投入
掌握目标定向	—
成绩接近目标定向	0.441^**	—
成绩回避目标定向	-0.148^*	0.307^**	—
动机调控策略	0.450^**	0.392^**	0.000	—
英语学习投入	0.536^**	0.372^**	-0.190^**	0.531^**	—
平均值	3.450	3.240	2.960	3.712	3.139
标准差	0.782	0.748	0.933	0.541	0.535

	掌握目标定向	成绩接近目标定向	成绩回避目标定向	动机调控策略	英语学习投入
掌握目标定向	—
成绩接近目标定向	0.441^**	—
成绩回避目标定向	-0.148^*	0.307^**	—
动机调控策略	0.450^**	0.392^**	0.000	—
英语学习投入	0.536^**	0.372^**	-0.190^**	0.531^**	—
平均值	3.450	3.240	2.960	3.712	3.139
标准差	0.782	0.748	0.933	0.541	0.535