探究外语学习中教师支持和坚毅品质间的调节中介机制

doi:10.3969/j.issn.1674-8921.2024.05.014

摘要/Abstract

摘要：

本研究以在线英语学习为背景,旨在探究学生感知到的英语教师支持与其英语学习中坚毅品质发展之间的关系。该研究提出了一个有调节的中介模型以探讨性别角色的中介作用以及性别的调节作用。研究参与者为来自中国北方某高中参与在线英语学习的818名学生,其中有495名男生和323名女生。中介模型的结果首先表明,性别角色(男性化和女性化)在学生感知到的英语教师支持与英语学习中的坚毅品质之间起到了部分中介作用。有调节的中介模型结果进一步表明,性别仅在“教师支持”至“女性化性别角色”路径上起到了调节作用。其中,英语教师支持与女性化性别角色的正向关系在男生中更为强烈。研究结果阐明了在线学习过程中,与英语教师的积极互动有利于学生双性化特征的发展,即男性化和女性化相关特质共同发展,进而有益于学生英语学习的坚毅品质的发展;这种来自教师的鼓励和支持对男生的女性化特质发展的影响较女生来说更为显著。

关键词: 英语教师支持, 性别角色, 坚毅品质, 性别, 在线外语(英语)学习

Abstract:

This study is set against the backdrop of online English learning and aims to explore the relationship between the English teacher support perceived by students and the development of their perseverance in English learning. The researchers proposed a Moderated Mediation Model to investigate the mediating role of gender roles and the moderating role of gender. The research participants were 818 students from a high school in northern China who participated in online English learning, including 495 boys and 323 girls. The results of the Mediation Model first indicate that gender roles (masculine and feminine) play a partial mediating role between the English teacher support perceived by students and the perseverance in English learning. The results of the Moderated Mediation Model further show that gender only plays a moderating role in the path from “teacher support” to “feminine gender role”. Among them, the positive relationship between English teacher support and feminine gender role is stronger in boys. The research results clarify that in the process of online learning, positive interaction with English teachers is conducive to the development of students’ androgynous characteristics - that is, the joint development of masculine and feminine related traits, which is beneficial to the development of students’ perseverance in English learning; the influence of this kind of encouragement and support from teachers on the development of feminine traits in boys is more significant than that in girls. For relevant research significance, please refer to the discussion section.

Key words: English teacher support, gender role, perseverance, gender, online foreign language (English) learning

中图分类号:

H315.9

亓燕. 探究外语学习中教师支持和坚毅品质间的调节中介机制[J]. 当代外语研究, 2024, 24(5): 150-162.

QI Yan. Exploring the Moderated Mediation Mechanism Between Teacher Support and Perseverance in Foreign Language Learning[J]. Contemporary Foreign Languages Studies, 2024, 24(5): 150-162.

图/表 5

图1

表1

表2

在线英语学习中教师支持和坚毅品质关系中性别角色的中介作用和性别的调节作用

因变量	预测变量	模型4			模型59
因变量	预测变量	B	SE	t	B	SE	t
男性化	常数	3.64	0.18	20.53^***	0.00	0.03	0.06
	TS	0.34	0.05	7.20^***	0.34	0.05	7.20^***
	Gender^a				-0.02	0.06	-0.31
	TS*Gender				0.13	0.10	1.39
	$R 2$ = 0.06				$R 2$ = 0.06
女性化	常数	4.14	0.14	28.91	0.00	0.03	0.13
	TS	0.38	0.04	10.12^***	0.39	0.04	10.23^***
	Gender				0.03	0.05	0.56
	TS*Gender				0.23	0.08	2.96^**
	$R 2$ = 0.11				$R 2$ = 0.12
坚毅品质
	常数	1.23	0.13	9.53^***	2.93	0.02	186.46^***
	TS	0.16	0.03	6.35^***	0.16	0.03	6.26^***
	MAS	0.10	0.02	5.05^***	0.10	0.02	4.99^***
	FEM	0.11	0.02	4.80^***	0.11	0.02	4.53^***
	Gender				0.02	0.03	0.70
	Gender*TS				-0.01	0.05	-0.26
	Gender*MAS				0.04	0.04	0.90
	Gender*FEM				0.07	0.05	1.46
	$R 2$ = 0.18				$R 2$ = 0.19

表2

表3

图2

参考文献 29

[1]	Alamer A. 2021. Grit and language learning: construct validation of L2-Grit scale and its relation to later vocabulary knowledge[J]. Educational Psychology 41(5):544-562.
[2]	Bem S. L. 1993. The lenses of gender: Transforming the debate on sexual inequality[M]. New Haven: Yale University Press.
[3]	Cohen J. 1992. Statistical power analysis[J]. Current Directions in Psychological Science 1(3):98-101.
[4]	De Freitas D. R. 2015. Sex role identity, emotional intelligence and satisfaction at work[D]. Johannesburg: University of the Witwatersrand.
[5]	Duckworth A. L. & P. D. Quinn. 2009. Development and validation of the Short Grit Scale(Grit-S)[J]. Journal of Personality Assessment 91:166-174. doi: 10.1080/00223890802634290 pmid: 19205937
[6]	Harman D. 1967. A single factor test of common method variance[J]. Journal of Psychology 35:359-378.
[7]	Huselid R. F. & M. L. Cooper. 1992. Gender roles as mediators of sex differences in adolescent alcohol use and abuse[J]. Journal of Health and Social Behavior 33(4)348-362. pmid: 1464719
[8]	Li M., X. Liu & Z. Yu. 2023. Students’ emotional perceptions and attitudes toward English teacher feedback in cloud classroom learning environments during the COVID-19 pandemic[J]. International Journal of Online Pedagogy and Course Design (IJOPCD) 13(1):1-17.
[9]	Ma X., M. Jiang & L.C. Nong. 2023. The effect of teacher support on Chinese university students’ sustainable online learning engagement and online academic persistence in the post-epidemic era[J]. Frontiers in Psychology 14:1076552.
[10]	MacKinnon D. P., C., M. Lockwood & J. M. Hoffman, et al. 2002. A comparison of methods to test mediation and other intervening variable effects[J]. Psychological Methods 7:83-104. doi: 10.1037/1082-989x.7.1.83 pmid: 11928892
[11]	Martin. 2008. How domain specific is motivation and engagement across school, sport, and music? A substantive-methodological synergy assessing young sportspeople and musicians[J]. Contemporary Educational Psychology 33(4): 785-813.
[12]	OECD. 2015. PISA 2012 Technical Report. PISA, Paris: OECD Publishing[DB/OL]. [2015-4-21]. https://www.oecd.org/en/publications/pisa-2012-technical-report_6341a959-en.html .
[13]	Podsakoff P. M., S. B. Mackenzie & J. Y. Lee, et al. 2003. Common method biases in behavioral research: A critical review of the literature and recommended remedies[J]. Journal of Applied Psychology 88(5): 879-903. doi: 10.1037/0021-9010.88.5.879 pmid: 14516251
[14]	Shields S. A. 2008. Gender: An intersectionality perspective[J]. Sex Roles 59(5-6):301-311.
[15]	Teimouri Y., L. Plonsky & F. Tabandeh. 2020. L2 grit: Passion and perseverance for second-language learning[J]. Language Teaching Research 26(5): 893-918.
[16]	Whitley B. E. 1985. Sex-role orientation and psychological well-being: Two meta-analyses[J]. Sex Roles 12:207-225.
[17]	Williams J. E. & D. L. Best. 1990. Measuring sex stereotypes: A multination study, Rev[M]. London: Sage Publications, Inc.
[18]	Witt S. D. 1997. Parental influence on children’s socialization to gender roles[J]. Adolescence 32(126):253-270. pmid: 9179321
[19]	Wood W. & A. H. Eagly. 2002. A cross-cultural analysis of the behavior of women and men: implications for the origins of sex differences[J]. Psychological Bulletin 128(5):699-727. pmid: 12206191
[20]	黎晓娜. 2020. 教师支持、延迟满足与学生坚毅品质养成的关系研究[J]. 学校党建与思想教育 621(6):92-94.
[21]	刘电芝、黄会欣、贾凤芹, 等. 2011. 新编大学生性别角色量表揭示性别角色变迁[J]. 心理学报 43(6): 664-676.
[22]	马艳、傅根跃. 2004. 学校教育对小学生性别刻板印象发展的影响与塑造[J]. 外国中小学教育(2): 36-39.
[23]	陶云瑛、麻小珍、廖传景. 2015. “90后”大学生性别角色类型调查与比较研究[J]. 浙江工贸职业技术学院学报(1):64-67.
[24]	吴佳桧、傅海伦、张玉环. 2023. 感知社会支持与学生学业成就关系的元分析:学习投入的中介作用[J]. 心理科学进展 31(4):552. doi: 10.3724/SP.J.1042.2023.00552
[25]	阳泽、张竞文、谭颖, 等. 2022. 手机依赖对大学生学习投入的影响: 社会支持和延迟满足的链式中介作用[J]. 西南大学学报(自然科学版) 44(2):178-184.
[26]	杨枫. 2019. 高等外语教育的国家意识、跨学科精神及应用理念[J]. 当代外语研究(2):1-2.
[27]	于晓平、林幸台. 2010. 角色楷模课程对高中数理资优女生性别角色,生涯自我效能与生涯发展影响之研究[J]. 教育科学研究期刊 55(1):27-61.
[28]	张燕琳、陆道恩. 2021. 教师支持和学业自我效能感对大学生英语在线学习投入的影响研究[J]. 海外英语 16:165-167.
[29]	中华人民共和国教育部. 2017. 普通高中课程方案[S]. 北京: 人民教育出版社.

	M
1.英语教师在线支持	3.71	0.67	--
2.女性化	5.56	0.77	0.33^*	--
3.男性化	4.90	0.93	0.24^*	0.46^*	--
4.在线英语学习的坚毅品质	2.93	0.50	0.32^*	0.33^*	0.32^*