文献类型：期刊文献

中文题名：大学生外语学习目标定向、学习焦虑和自主学习行为的结构分析

英文题名：A structural analysis of college students' achievement goal orientation,learning anxiety and self-access learning behavior in foreign language learning

作者：韦晓保[1]

机构：[1]华东理工大学外国语学院,上海200237

年份：2014

期号：4

起止页码：12

中文期刊名：外语界

外文期刊名：Foreign Language World

收录：CSTPCD;;北大核心:【北大核心2011】；CSSCI:【CSSCI2014_2016】；

语种：中文

中文关键词：目标定向;学习焦虑;自主学习行为;结构方程模型

外文关键词：achievement goal orientation; learning anxiety; self-access learning behavior; structural equation modeling

摘要：本研究通过对429名非英语专业一年级本科生的问卷调查,探讨中国社会教育情境下外语学习目标定向、学习焦虑和自主学习行为之间的相互作用。研究运用结构方程模型(AMOS 7.0)对假设模型进行了分析。拟合优度标准显示,模型的评价指标比较理想,模型信度可以接受。研究发现,掌握目标定向比成绩接近目标定向更能激发学生的外语自主学习行为;掌握目标定向能有效降低外语学习焦虑;成绩回避目标定向比成绩接近目标定向更会引发学生的外语学习焦虑;在成绩目标定向的作用下,学习焦虑反而能激发学生的外语学习自主性。
Through a questionnaire survey among 429 non-English major freshmen, this study probed into the relations among the achievement goal orientation, English learning anxiety and self-access learning behavior in the socioeducational context of China. Using AMOS Version 7.0, the study ran structural equation modeling to analyze the proposed model. Based on several goodness-fit criteria, the study results confirmed the validity of the anticipated construct. It was found that mastery goal orientation was more capable of eliciting students＇ self-access learning behavior than performance-approach goal orientation; mastery goal orientation effectively reduced students＇ English learning anxiety; performance-avoidance goal orientation engendered more English learning anxiety in students than performance-approach goal orientation; English learning anxiety increased students＇ self-access learning capacity under the influence of performance-oriented goals.