The Influence of Peer Interactions on Learning Engagement in English Classrooms: The Mediating Effect of Academic Self-Efficacy

doi:10.12002/j.bisu.590

Abstract

Abstract:

The aim of this study was to explore the influence of peer interaction on learning engagement in English classrooms through the mediating effect of academic self-efficacy. The study’s participants were 1,143 non-English majors; the quantitative data were analyzed via a descriptive analysis, a multiple regression analysis, and structural equation modeling. Some of the participants were then invited to participate in semi-structured interviews. The results revealed that the content and mode of peer interaction were both positive predicters of the three dimensions of learning engagement; while the perception of peer resources positively predicted cognitive and behavioral engagement, it did not significantly affect emotional engagement. Moreover, peer interaction was a direct positive predicter of learning engagement in English classrooms; it also indirectly affected learning engagement via academic self-efficacy, with academic self-efficacy playing a mediating role in the relationship between peer interaction and learning engagement in English classrooms. The transcription and analysis of the interviews confirmed these quantitative results. The study enhances the understanding of the path relationship between peer interaction and learning engagement in English classrooms, thereby providing insights for teachers to improve learning engagement through both peer interaction and academic self-efficacy.

Keywords: peer interaction; learning engagement in English classrooms; academic self-efficacy; college English

摘要：

本研究采用描述性分析、回归分析与结构方程建模，对1143名非英语专业大学生的问卷调查数据进行了统计分析，并对部分学生开展半结构式访谈，旨在考察以学业自我效能感为中介的同伴互动对英语课堂学习投入的影响。研究表明：同伴互动内容和同伴互动方式均正向预测课堂学习投入三维度（认知、行为和情感），同伴资源认知正向预测行为投入和认知投入，但对情感投入未产生显著影响；同伴互动既能够直接正向预测课堂学习投入，也可以通过学业自我效能感对课堂学习投入产生间接影响，学业自我效能感在同伴互动与英语课堂学习投入的关系中起着中介作用。访谈转写分析印证了上述量化结果。本研究有助于深化对同伴互动和英语课堂学习投入之间路径关系的理解，为教师从同伴互动和学业自我效能感两个方面提升课堂学习投入提供启示。

关键词: 同伴互动, 课堂学习投入, 学业自我效能感, 大学英语

CLC Number:

H319

Li Wenjing, Ren Qingmei. The Influence of Peer Interactions on Learning Engagement in English Classrooms: The Mediating Effect of Academic Self-Efficacy[J]. Journal of Beijing International Studies University, 2025, 47(3): 106-123.

李文静, 任庆梅. 同伴互动对英语课堂学习投入的影响——以学业自我效能感为中介[J]. 北京第二外国语学院学报, 2025, 47(3): 106-123.

Figures/Tables 5

References 41

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构念	维度	题项范例	Cronbach’s α系数	KMO取样适切性	Bartlett球形度检验值
同伴互动	同伴资源认知	我认为同伴是重要的英语学习资源	0.943	0.949	14821.933^***
	同伴互动内容	与同伴交流学习的内容不限于老师布置的话题和任务
	同伴互动方式	经常变换方式进行同伴互动（如相互纠错、相互指导等）
英语课堂学习投入	认知投入	我完成英语作业并确保它是正确的	0.935	0.948	9967.690^***
	行为投入	我按时完成作业
	情感投入	我在英语课上感觉很好
学业自我效能感	学习行为效能	对今后的英语学习，我有自己的目标并能坚持执行学习计划	0.940	0.948	11413.139^***
学业自我效能感	语言运用效能	看英语视频时，即使没有字幕，我也能听得懂大意	0.940	0.948	11413.139^***

构念	维度	题项范例	Cronbach’s α系数	KMO取样适切性	Bartlett球形度检验值
同伴互动	同伴资源认知	我认为同伴是重要的英语学习资源	0.943	0.949	14821.933^***
	同伴互动内容	与同伴交流学习的内容不限于老师布置的话题和任务
	同伴互动方式	经常变换方式进行同伴互动（如相互纠错、相互指导等）
英语课堂学习投入	认知投入	我完成英语作业并确保它是正确的	0.935	0.948	9967.690^***
	行为投入	我按时完成作业
	情感投入	我在英语课上感觉很好
学业自我效能感	学习行为效能	对今后的英语学习，我有自己的目标并能坚持执行学习计划	0.940	0.948	11413.139^***
学业自我效能感	语言运用效能	看英语视频时，即使没有字幕，我也能听得懂大意	0.940	0.948	11413.139^***

变量	1	2	3	4	5	6	7	8
1同伴资源认知	1
2同伴互动内容	0.608^**	1
3同伴互动方式	0.516^**	0.752^**	1
4认知投入	0.347^**	0.475^**	0.484^**	1
5行为投入	0.382^**	0.508^**	0.527^**	0.756^**	1
6情感投入	0.351^**	0.488^**	0.530^**	0.664^**	0.701^**	1
7学习行为效能	0.388^**	0.541^**	0.543^**	0.705^**	0.698^**	0.701^**	1
8语言运用效能	0.292^**	0.504^**	0.651^**	0.481^**	0.498^**	0.569^**	0.598^**	1
均值	3.889	3.469	3.182	3.742	3.694	3.570	3.692	2.979
标准差	0.687	0.840	0.839	0.704	0.713	0.825	0.747	0.908

变量	1	2	3	4	5	6	7	8
1同伴资源认知	1
2同伴互动内容	0.608^**	1
3同伴互动方式	0.516^**	0.752^**	1
4认知投入	0.347^**	0.475^**	0.484^**	1
5行为投入	0.382^**	0.508^**	0.527^**	0.756^**	1
6情感投入	0.351^**	0.488^**	0.530^**	0.664^**	0.701^**	1
7学习行为效能	0.388^**	0.541^**	0.543^**	0.705^**	0.698^**	0.701^**	1
8语言运用效能	0.292^**	0.504^**	0.651^**	0.481^**	0.498^**	0.569^**	0.598^**	1
均值	3.889	3.469	3.182	3.742	3.694	3.570	3.692	2.979
标准差	0.687	0.840	0.839	0.704	0.713	0.825	0.747	0.908

模型			R	R²	∆R²	F（3，1139）	Std. Beta	t (1006)	p value	Collinearity Statistics
模型			R	R²	∆R²	F（3，1139）	Std. Beta	t (1006)	p value	Tolerance	VIF
Ⅰ	同伴资源认知	认知投入	0.515^a	0.265	0.264	137.236	0.066	2.049^*	0.041	0.622	1.607
	同伴互动内容						0.223	5.331^**	0.000	0.368	2.717
	同伴互动方式						0.282	7.268^**	0.000	0.428	2.335
Ⅱ	同伴资源认知	行为投入	0.558^a	0.311	0.309	171.381	0.086	2.755^**	0.006	0.622	1.607
	同伴互动内容						0.213	5.246^**	0.000	0.368	2.717
	同伴互动方式						0.323	8.591^**	0.000	0.428	2.335
Ⅲ	同伴资源认知	情感投入	0.549^a	0.301	0.299	163.519	0.052	1.654	0.098	0.622	1.607
	同伴互动内容						0.179	4.393^**	0.000	0.368	2.717
	同伴互动方式						0.368	9.731^**	0.000	0.428	2.335