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。

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.