积极心理学视角下中国学生情绪智力、课堂情绪及英语学习成绩研究
发布时间：2024-03-14 06:01
2012年以来,积极心理学在国外二语习得领域迅速发展。其以提高外语/二语学习者的外语成绩及个体幸福感为宗旨,并因此掀起一股情绪研究热潮(MacIntyre,2016)。而在国内,积极心理学刚刚起步,情绪(焦虑除外)仍然是二语习得领域中的边缘话题(江桂英&李成陈,2017)。本研究基于积极心理学视阈下的幸福感理论(Seligman,2011;Oxford,2016a,2016b)、开阔—建构理论(Fredrickson,1998,2001)以及控制—价值理论(Pekrun,2006;Pekrun,Frenzel,Goetz,&Perry,2007),探讨中国英语学习者的情绪健康(即情绪智力和课堂情绪)和外语成绩之间的复杂关系。具体而言,本研究在中国高中英语学习背景下,围绕以下五个问题展开:(1)中国高中外语学习者的情绪智力及外语课堂情绪具有何种特征?(2)引发外语愉悦和外语课堂焦虑的因素有哪些?(3)情绪智力、不同课堂情绪及外语学习成绩之间具有怎样的两两关系?(4)外语愉悦和焦虑是否在情绪智力与自评外语学习水平之间起平行多重中介作用?(5)外语愉悦和焦虑是否在情绪智力与实...
【文章页数】：229 页
【学位级别】：博士
【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Research Objectives and Research Questions
1.3 Research Significance
1.4 Layout of the Dissertation
Chapter Two Literature Review
2.1 Positive Psychology Movement in SLA
2.1.1 Three Pillars
2.1.2 Well-Being Theory
2.2 Emotional Intelligence
2.2.1 Emotional Intelligence as a Key Topic in Positive Psychology
2.2.2 Theoretical Construct of Emotional Intelligence
2.3 Emotion-Related Theories in Positive Psychology
2.3.1 Broaden-and-Build Theory of Positive Emotions
2.3.2 Control-Value Theory of Achievement Emotions
2.3.3 Broaden-and-Build Theory and Control-Value Theory in Second LanguageAcquisition Research
2.4 Foreign Language Classroom Emotions
2.4.1 Holistic View on Classroom Emotions
2.4.2 Foreign Language Enjoyment
2.4.3 Foreign Language (Classroom) Anxiety
2.5 Links Between Emotional Intelligence, Foreign Language Enjoyment andAnxiety, and Foreign Language Learning Achievement
2.5.1 Foreign Language Enjoyment and Anxiety, and L2 Learning Achievement
2.5.2 Foreign Language Enjoyment and Anxiety
2.5.3 Emotional Intelligence, Foreign Language Anxiety, and L2 Learning Achievement
2.6 Motivation for the Present Study
Chapter Three Methodology
3.1 Rationale, Research Questions, and Hypotheses
3.2 Research Design
3.3 Setting
3.4 Participants
3.5 Instruments
3.5.1 Trait Emotional Intelligence Questionnaire-Short Form
3.5.2 Chinese Version of Foreign Language Enjoyment Scale
3.5.3 Foreign Language Classroom Anxiety Scale
3.5.4 Retired Version of Matriculation English Test (2016) of China: Uniform Version 1
3.5.5 Open-Ended Questions for Classroom Emotions
3.6 Data Collection
3.6.1 Pilot Test
3.6.2 Data Collection and Considerations
3.7 Validation of the Instruments
3.7.1 Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) andForeign Language Classroom Anxiety Scale (FLCAS)
3.7.2 Foreign Language Enjoyment Scale (FLES)
3.8 Data Analyses
3.8.1 Quantitative Analyses
3.8.2 Qualitative Analyses
3.9 Summary Roadmap
Chapter Four Quantitative Results
4.1 General Profiles of Emotional Intelligence and Classroom Emotions
4.1.1 The General Profile of Emotional Intelligence
4.1.2 The General Profile of Classroom Emotions
4.2 Interrelationships Among Emotional Intelligence, Classroom Emotions, andEFL Learning Achievement
4.2.1 Emotional Intelligence and Classroom Emotions
4.2.2 Emotional Intelligence and EFL Learning Achievement
4.2.3 Reciprocal Relationships Between Classroom Emotions and EFL LearningAchievement
4.2.4 Foreign Language Enjoyment and Anxiety
4.2.5 Self-Perceived English Proficiency and Actual English Achievement
4.3 Mediating Effects of Classroom Emotions Between Emotional Intelligenceand EFL Learning Achievement
4.3.1 Mediating Effect of Foreign Language Enjoyment and Anxiety Between Students'Emotional Intelligence and Self-Perceived English Achievement
4.3.2 Mediating Effect of Foreign Language Enjoyment and Anxiety Between Students'Emotional Intelligence and Actual English Achievement
Chapter Five Qualitative Results
5.1 Antecedents of Classroom Emotions
5.1.1 Antecedents of Foreign Language Enjoyment
5.1.2 Antecedents of Foreign Language Classroom Anxiety
5.2 Reciprocal Effects Between Classroom Emotions and EFL LearningAchievement
5.2.1 Effects of Classroom Emotions on English Learning Achievement
5.2.2 Effects of English Learning Achievement on Classroom Emotions
5.2.3 Mutual Effects Between Classroom Emotions and EFL Learning Achievement
5.3 Interactions Between Foreign Language Enjoyment and Anxiety
5.3.1 High Foreign Language Enjoyment and Anxiety
5.3.2 Low Foreign Language Enjoyment and Anxiety
5.3.3 Decline in Foreign Language Classroom Anxiety, and Increase in ForeignLanguage Enjoyment
5.3.4 Decline in Foreign Language Enjoyment, and Increase in Foreign LanguageClassroom Anxiety
Chapter Six Discussion
6.1 General Profiles of El and Classroom Emotions
6.2 Antecedents of Classroom Emotions
6.3 Interrelationships Between EI, Classroom Emotions, and EFL LearningAchievement
6.3.1 Emotional Intelligence and Classroom Emotions
6.3.2 Emotional Intelligence and EFL Learning Achievement
6.3.3 Reciprocal Effects Between Classroom Emotions and EFL Learning Achievement
6.3.4 Foreign Language Enjoyment and Anxiety
6.3.5 Self-Perceived English Proficiency and Actual English Achievement
6.4 Mediation Effects of Classroom Emotions Between Emotional Intelligenceand EFL Learning Achievement
Chapter Seven Conclusions
7.1 Findings
7.1.1 A Panorama of Chinese EFL Students' Emotional Well-being
7.1.2 Complex Relationships Between Emotional Well-being and EFL LearningAchievement
7.1.3 A Modified Chinese Version of Foreign Language Enjoyment Scale
7.2 Implications
7.2.1 Theoretical Implications
7.2.2 Practical Implications
7.3 Innovations
7.3.1 Innovations in Theoretical Approach
7.3.2 Innovations in Research Questions
7.4 Limitations and Suggestions for Future Studies
Appendices
Appendix1 Composite Questionnaires for EI,FLE, FLCA and SPEA
Appendix2 Open-ended Questionnaires for classroom emotions
Appendix3 Retired Version of Matriculation English Test (MET) (2016) of China:Uniform Version 1
Appendix4 Four Factors and 15 Facets measured in TEIQue (SF)
Appendix5 The modified 11-item Chinese Version of Foreign LanguageEnjoyment Scale (CFLES)
References
Acknowledgements
List of Publications
本文编号：3928165
【文章页数】：229 页
【学位级别】：博士
【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Research Objectives and Research Questions
1.3 Research Significance
1.4 Layout of the Dissertation
Chapter Two Literature Review
2.1 Positive Psychology Movement in SLA
2.1.1 Three Pillars
2.1.2 Well-Being Theory
2.2 Emotional Intelligence
2.2.1 Emotional Intelligence as a Key Topic in Positive Psychology
2.2.2 Theoretical Construct of Emotional Intelligence
2.3 Emotion-Related Theories in Positive Psychology
2.3.1 Broaden-and-Build Theory of Positive Emotions
2.3.2 Control-Value Theory of Achievement Emotions
2.3.3 Broaden-and-Build Theory and Control-Value Theory in Second LanguageAcquisition Research
2.4 Foreign Language Classroom Emotions
2.4.1 Holistic View on Classroom Emotions
2.4.2 Foreign Language Enjoyment
2.4.3 Foreign Language (Classroom) Anxiety
2.5 Links Between Emotional Intelligence, Foreign Language Enjoyment andAnxiety, and Foreign Language Learning Achievement
2.5.1 Foreign Language Enjoyment and Anxiety, and L2 Learning Achievement
2.5.2 Foreign Language Enjoyment and Anxiety
2.5.3 Emotional Intelligence, Foreign Language Anxiety, and L2 Learning Achievement
2.6 Motivation for the Present Study
Chapter Three Methodology
3.1 Rationale, Research Questions, and Hypotheses
3.2 Research Design
3.3 Setting
3.4 Participants
3.5 Instruments
3.5.1 Trait Emotional Intelligence Questionnaire-Short Form
3.5.2 Chinese Version of Foreign Language Enjoyment Scale
3.5.3 Foreign Language Classroom Anxiety Scale
3.5.4 Retired Version of Matriculation English Test (2016) of China: Uniform Version 1
3.5.5 Open-Ended Questions for Classroom Emotions
3.6 Data Collection
3.6.1 Pilot Test
3.6.2 Data Collection and Considerations
3.7 Validation of the Instruments
3.7.1 Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) andForeign Language Classroom Anxiety Scale (FLCAS)
3.7.2 Foreign Language Enjoyment Scale (FLES)
3.8 Data Analyses
3.8.1 Quantitative Analyses
3.8.2 Qualitative Analyses
3.9 Summary Roadmap
Chapter Four Quantitative Results
4.1 General Profiles of Emotional Intelligence and Classroom Emotions
4.1.1 The General Profile of Emotional Intelligence
4.1.2 The General Profile of Classroom Emotions
4.2 Interrelationships Among Emotional Intelligence, Classroom Emotions, andEFL Learning Achievement
4.2.1 Emotional Intelligence and Classroom Emotions
4.2.2 Emotional Intelligence and EFL Learning Achievement
4.2.3 Reciprocal Relationships Between Classroom Emotions and EFL LearningAchievement
4.2.4 Foreign Language Enjoyment and Anxiety
4.2.5 Self-Perceived English Proficiency and Actual English Achievement
4.3 Mediating Effects of Classroom Emotions Between Emotional Intelligenceand EFL Learning Achievement
4.3.1 Mediating Effect of Foreign Language Enjoyment and Anxiety Between Students'Emotional Intelligence and Self-Perceived English Achievement
4.3.2 Mediating Effect of Foreign Language Enjoyment and Anxiety Between Students'Emotional Intelligence and Actual English Achievement
Chapter Five Qualitative Results
5.1 Antecedents of Classroom Emotions
5.1.1 Antecedents of Foreign Language Enjoyment
5.1.2 Antecedents of Foreign Language Classroom Anxiety
5.2 Reciprocal Effects Between Classroom Emotions and EFL LearningAchievement
5.2.1 Effects of Classroom Emotions on English Learning Achievement
5.2.2 Effects of English Learning Achievement on Classroom Emotions
5.2.3 Mutual Effects Between Classroom Emotions and EFL Learning Achievement
5.3 Interactions Between Foreign Language Enjoyment and Anxiety
5.3.1 High Foreign Language Enjoyment and Anxiety
5.3.2 Low Foreign Language Enjoyment and Anxiety
5.3.3 Decline in Foreign Language Classroom Anxiety, and Increase in ForeignLanguage Enjoyment
5.3.4 Decline in Foreign Language Enjoyment, and Increase in Foreign LanguageClassroom Anxiety
Chapter Six Discussion
6.1 General Profiles of El and Classroom Emotions
6.2 Antecedents of Classroom Emotions
6.3 Interrelationships Between EI, Classroom Emotions, and EFL LearningAchievement
6.3.1 Emotional Intelligence and Classroom Emotions
6.3.2 Emotional Intelligence and EFL Learning Achievement
6.3.3 Reciprocal Effects Between Classroom Emotions and EFL Learning Achievement
6.3.4 Foreign Language Enjoyment and Anxiety
6.3.5 Self-Perceived English Proficiency and Actual English Achievement
6.4 Mediation Effects of Classroom Emotions Between Emotional Intelligenceand EFL Learning Achievement
Chapter Seven Conclusions
7.1 Findings
7.1.1 A Panorama of Chinese EFL Students' Emotional Well-being
7.1.2 Complex Relationships Between Emotional Well-being and EFL LearningAchievement
7.1.3 A Modified Chinese Version of Foreign Language Enjoyment Scale
7.2 Implications
7.2.1 Theoretical Implications
7.2.2 Practical Implications
7.3 Innovations
7.3.1 Innovations in Theoretical Approach
7.3.2 Innovations in Research Questions
7.4 Limitations and Suggestions for Future Studies
Appendices
Appendix1 Composite Questionnaires for EI,FLE, FLCA and SPEA
Appendix2 Open-ended Questionnaires for classroom emotions
Appendix3 Retired Version of Matriculation English Test (MET) (2016) of China:Uniform Version 1
Appendix4 Four Factors and 15 Facets measured in TEIQue (SF)
Appendix5 The modified 11-item Chinese Version of Foreign LanguageEnjoyment Scale (CFLES)
References
Acknowledgements
List of Publications
本文编号：3928165
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