文献类型：期刊文献

中文题名：调节定向动机对二语学习投入及成绩的影响——学业情绪的中介作用

英文题名：The influence of regulatory focus motivation upon L2 engagement and achievement:The mediating roles of academic emotions

作者：韦晓保[1];丁悦[1]

机构：[1]华东理工大学外国语学院

年份：2025

卷号：33

期号：4

起止页码：41

中文期刊名：西安外国语大学学报

外文期刊名：Journal of Xi’an International Studies University

收录：;北大核心:【北大核心2023】；

基金：国家语委项目“少数民族儿童国家通用语能力发展调查及提升机制研究”(项目编号:YB145-131)的阶段性研究成果。

语种：中文

中文关键词：调节定向动机;学业情绪;学习投入;学业成绩

外文关键词：regulatory focus motivation;academic emotions;learning engagement;academic achievement

摘要：本研究以调节定向理论为框架,通过对329名高中英语学习者的问卷调查,采用结构方程建模的方法,探究了不同调节定向动机对学习者学习投入和学业成绩的影响,以及学业情绪在其中的中介作用。结果显示,调节定向的两类不同动机(促进型、预防型)对学习者的学习投入及学业成绩无直接预测作用,但会通过学业情绪的中介对学习投入及学业成绩产生间接预测作用。其中,促进型动机可通过愉悦和自豪正向预测学习投入及学业成绩;而预防型动机则会诱发较高水平的消极情绪(如焦虑、羞愧),其对特定情绪(如自豪、羞愧)的正向预测作用虽然能激发一定的学习投入并对学习结果产生积极影响,但其对学习投入和学业成绩的促进作用不及促进型动机。可见,学业情绪在调节定向动机与学习投入及学业成绩之间的作用机制存在差异。研究结论进一步证实了二语学习“动机→情绪→行为”的链式效应模型,揭示了情绪在“动机—行为”之间的作用机制,印证了动机类型与情绪维度存在系统性交互效应,为二语教育领域的情绪中介理论提供了新的证据链。
Based on the theoretical framework of the regulatory focus theory,this study explored the impact of different regulatory focus motivations on high school English learners'learning engagement and academic performance,as well as the mediating role of academic emotions,through a questionnaire survey of 329 high school English learners and the application of structural equation modeling(SEM).The results indicate that neither promotion-focused nor prevention-focused motivation directly predicts learning engagement or academic performance,but both exert indirect effects through academic emotions.Specifically,promotion-focused motivation positively predicts learning engagement and academic performance via enjoyment and pride.In contrast,prevention-focused motivation triggers higher levels of negative emotions(e.g.,anxiety,shame).Although it positively predicts certain learning engagement and academic outcomes though pride and shame,its overall effect is weaker than that of promotion focus.The findings reveal divergent mechanisms through which academic emotions mediate the relationship between motivational orientations and learning outcomes.The study further validates the"motivation→emotion→behavior"chain-effect model in second language learning,elucidates the mediating role of emotions between motivation and behavior,and provides new empirical evidence for the interaction between motivational types and emotional dimensions in second language education.