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感知教师支持对英语类学生论文投入度的影响研究
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Abstract:
基于学生主位视角，本研究采用相关分析和回归分析探究了英语类本科生毕业论文写作投入度(行为投入、认知投入和情感投入)现状，及感知教师支持(感知教师情感支持和学业支持)对其的影响。被试为不同层次高校2023届英语类专业本科毕业生234人。研究发现：1) 感知教师学业支持和学生情感投入有待提高；2) 感知教师支持的两维度分别与毕业论文写作投入的三维度呈正相关，感知教师情感支持对毕业论文写作投入的预测力大于感知教师学业支持；3) 感知教师支持两维度均对行为投入作用显著。结果表明需提高教师学业支持，重视情感方面的支持和学生投入情况；通过直接影响行为投入，带动认知投入和情感投入，提高整体毕业论文水平。
Based on the student’s primary perspective, using correlation and regression analyses, this study investigates the current situation of English majors’ writing engagement in graduation thesis writ-ing (behavioral engagement, cognitive engagement and emotional engagement), and how perceived teacher support (emotional support and academic support) contributes to it. Participants were 234 English undergraduates from different universities. It found that 1) perceived teacher academic support and students’ emotional engagement need to be improved; 2) both dimensions of per-ceived teacher support are positively correlated with three dimensions of thesis writing engage-ment respectively, and perceived teacher emotional support has a greater predictive power than the other; and 3) both dimensions of perceived teacher support are significant on behavioral en-gagement. Teacher academic support improvement and emotion emphasis with more behavioral engagement, driving cognitive and emotional engagement, improve the overall thesis level.
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