摘要
采用问卷法对1130名大学生进行调查研究,考察了心理需求满足在英语学习压力与英语学习倦怠关系间的中介作用,以及认知重评在其中的调节作用。结果发现:大学生英语学习压力与英语学习倦怠显著正相关;心理需求满足显著中介大学生英语学习压力与英语学习倦怠的关系;这一中介路径受到认知重评的调节,英语学习压力通过降低心理需求满足进而增加英语学习倦怠的间接效应,在高认知重评大学生中显著强于低认知重评大学生。研究结果从自我决定理论与自我调节理论整合的视角揭示了大学生英语学习倦怠的中介机制和调节机制,有助于为减少大学生英语学习倦怠的干预方案提供科学依据和支持。
A total of 1130 undergraduate students completed questionnaires. The current study examined whether psychological needs satisfaction mediated the relationship between English learning stress and learning burnout of undergraduate students, and whether this mediating process was moderated by cognitive reappraisal. The results showed that: English learning stress had significant positive correlation with learning burnout;The relationship between English learning stress and learning burnout was mediated by psychological needs satisfaction;Moreover, the adverse influence of English learning stress on learning burnout through psychological needs satisfaction was significantly moderated by cognitive reappraisal. This indirect link was stronger for adolescents with high cognitive reappraisal than for those with low cognitive reappraisal. The results shed light on the mediating and moderating mechanisms of undergraduate students’ English learning burnout through integrated self-determined theory and self-regulation theory, which is helpful to provide scientific basis and support for intervention program of reduce undergraduate students ’ English learning burnout.
作者
许丽玲
李美金
陈绿茵
廖晓妍
喻承甫
XU Liling;LI Meijin;CHEN Lvyin;LIAO Xiaoyan;YU Chengfu(School of Foreign Languages and Cultures,South China Normal University,Guangzhou,Guangdong,510631,P.R.China;School of Education,Guangzhou University,Guangzhou,Guangdong,510006,P.R.China)
出处
《广东第二师范学院学报》
2022年第6期102-112,共11页
Journal of Guangdong University of Education
关键词
大学生
英语学习压力
学习倦怠
心理需求满足
认知重评
undergraduate students
English learning stress
learning burnout
psychological needs satisfaction
cognitive reappraisal
