父母外语焦虑与子女外语学业成绩的关系：父母卷入和子女焦虑 的中介作用
文献类型：学位论文
| 作者 | 闫文启 |
| 答辩日期 | 2024-06 |
| 文献子类 | 继续教育硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 陈毅文 |
| 关键词 | 父母外语焦虑 子女外语焦虑 父母卷入 外语学业成绩 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The relationship between parents’ foreign language anxiety and their children’s foreign language academic performance：The mediating role of parental involvement and child anxiety |
| 中文摘要 | As an important subject, foreign language runs through the whole study and future study. Anxiety has also become one of the important factors and variables that affect foreign language learners foreign language performance, which may cause certain emotional impact on learners’ Foreign Language Anxiety (FLA) is a type of situation-specific anxiety, which is considered to be a complex combination of self-perception, belief, tension and worry. About half of foreign language learners have one or more types of anxiety. As a vital environmental factor for the growth of adolescents, family has a crucial impact on their physical and mental health. In recent years, with the expectation of bright future, an increasing number of parents are involved in their children’s learning and involvement, and the influence of parental anxiety and child’s anxiety and involvement on their children’s academic performance has attracted the attention of researchers at home and abroad. A number of the existing studies focus on parental anxiety and child’s anxiety or parental involvement and child’s academic performance, and few focus on the four variables. In this study, quantitative and qualitative studies are used to explore the relationship between the four factors. This paper discusses parents’ foreign language anxiety and children’s foreign language anxiety to see if there is an inevitable relationship between them. This study consists of two studies: Study 1 discussed the relationship between parents’ foreign language anxiety, children’s foreign language anxiety, parents’ involvement and children’s foreign language achievement. In this study, 387 pairs of subjects were selected, 383 pairs of valid questionnaires were conducted, and children, fathers and mothers were respectively paired to conduct questionnaire surveys. It was found that (1) Parents’ foreign language anxiety has a significant positive prediction on children’s foreign language achievement. To some extent, it proves the existence of facilitating anxiety. (2) Children’s foreign language anxiety plays a mediating role in parents’ foreign language anxiety and children’s foreign language achievement;(3) Parental involvement and children’s foreign language anxiety plays a chain mediating role in parents’ foreign language anxiety and children’s foreign language achievement. And it has a significant instruction for parents how to scientifically get involved in foreign language learning. The two studies have enriched the relevant research on the prediction of parents’ emotional behavior on their children’s foreign language achievement, and also provided inspiration for parents to avoid debilitating anxiety in the process of educating their children. Parents’ foreign language anxiety will lead to their parents’ involvement in foreign language study, and the chain mediation effect is significant. Parents’ involvement will cause their children’s foreign language anxiety and promote their children’s foreign language achievement to some extent, which further verifies the existence of facilitating anxiety. Students’ facilitating foreign language anxiety is conducive to the improvement of foreign language achievement. If the level of anxiety is too high, there are certain negative effects. The majority of studies have emphasized the role of facilitating anxiety in foreign language learning. Therefore, parents, teachers, and students should all be aware of the importance of facilitating anxiety and try to increase its impact appropriately. On the premise of not affecting the physical and mental health of children, how to involve and enhance the influence of promoting anxiety and comprehensively improve their children’s foreign language This paper discusses parents 'foreign language anxiety and children's foreign language performance, and discusses the connection between parents 'involvement and children's foreign language anxiety. This paper contains two studies: Study 1 included the discussion between parents 'foreign language anxiety, children's foreign language anxiety, parents' foreign language performance, 387 pairs were selected in the study, 383 pairs were valid questionnaires, including primary schools in grades 3-6 and junior high school students in grades 7-8, including students and parents in Baoding city and Yi County. The study used questionnaires and evaluation papers for children and parents, and found that: (1) the parents 'foreign language anxiety has a significant positive correlation on their children's foreign language performance, which proved the promoting effect of anxiety; (2) the children's foreign language anxiety in parents' foreign language anxiety and children's foreign language performance; (3) the parents' involvement and children's foreign language anxiety in parents' foreign language anxiety and children's foreign language performance. Research 2 is on the basis of the research results, using the method of qualitative research, selected 24 interviews with students and parents, and analysis, again proved facilitating anxiety, and expounds the parents foreign language anxiety will make parents more seriously involved in their children's foreign language learning, spend more time involved, and pay attention to the related involved strategy, or early enlightenment. The content and conclusions of these interviews have certain guiding significance for how parents are scientifically involved in foreign language learning. Conclusion: The two studies enrich parents 'foreign language anxiety in the prediction of children's foreign language academic performance prediction, and also provide enlightenment for parents to avoid debilitating anxiety when they are involved in their children's foreign language learning. Parents 'foreign language anxiety will lead to parents' involvement in foreign language study, which has a significant chain intermediary effect. Parents 'involvement will cause their children's foreign language anxiety, and have a certain promotion effect on the improvement of their children's foreign language performance. Students' appropriate foreign language anxiety is conducive to the improvement of foreign language performance. Therefore, parents, teachers, and students should all be aware of the importance of promoting anxiety and try to appropriately increase its impact. On the premise of not affecting their children's physical and mental health, how to reasonably, scientifically and effectively involve and improve the influence of facilitating anxiety and comprehensively improve their children's foreign language performance is still worthy of in-depth discussion. |
| 英文摘要 | 外语作为一门重要的学科，贯穿了整个学业及未来学习中，焦虑也成为影响外语学习者外语表现的重要因素和变量之一，可能对学习者造成一定的情绪影响。外语焦虑（Foreign Language Anxiety，FLA）是一种情境特殊焦虑，被认为是一种复杂的自我感知、信念和紧张和忧虑的组合，大约有一半的外语学习者存在一种或多种焦虑。家庭作为青少年成长的重要环境因素，对青少年的身心健康有着至关重要的影响。近年来，由于中国家长望子成龙、望女成凤的心态，越来越多 的父母参与到子女的学习卷入中来，父母焦虑和子女焦虑以及卷入对于成绩的影响受到国内外研究者的关注。焦虑有多种不同的划分方式，我们根据焦虑对成绩的影响又可以分为促进性焦虑和阻碍性焦虑。促进性焦虑是指对学业起到促进作用的焦虑，阻碍性焦虑是对学业起到阻碍作用的焦虑。现有的研究中大都是对于父母焦虑和子女焦虑或者父母卷入和子女成绩中几个变量进行探讨，较少有对四个变量集中进行探讨。本研究采用量化和质性两种研究，深入探讨和挖掘四个因素之间的关系。 本文将父母的外语焦虑和子女的外语成绩进行讨论，并加入父母卷入和子女外语焦虑探讨这四个变量之间有怎样联系。本文共包含两个研究： 研究一中包含对父母外语焦虑、子女外语焦虑、父母卷入和子女外语成绩之间的探讨，在研究中选取被试学生和父母合计387对，有效问卷383对，包含 3-6 年级的小学和7-8年级的初中生，包含保定市区和易县县城的学生和家长。 研究采用子女和父亲、母亲分别进行问卷以及测评试卷进行调查，发现了：（1）父母外语焦虑对子女外语成绩有显著正相关关系，对成绩有促进作用，一定程度上证明了焦虑的促进作用；（2）子女外语焦虑在父母外语焦虑和子女外语成绩中起中介作用；（3）父母卷入和子女外语焦虑在父母外语焦虑和子女外语成绩中起链式中介作用。 研究二是在研究一结果的基础上，采用定性研究的方法，选取了24 对学生和家长进行访谈，并进行分析。访谈再次证明了焦虑的促进作用，并阐述了父母的外语焦虑会使父母更加重视卷入子女的外语学习，花费更多的时间进行卷入，并注重相关的卷入学习策略，或进行较早的启蒙。访谈内容和结论对于父母如何科学卷入外语学习有一定的指导意义。 结论：两个研究丰富了父母外语焦虑对子女外语学业成绩预测的相关研究，也为父母在卷入子女外语学习的过程中如何减少焦虑的阻碍性作用提供了启示。父母的外语焦虑会导致父母对于外语学业的卷入，链式中介效应显著，父母的卷入会引发子女的外语焦虑，并对于子女的外语成绩的提升有一定的促进作用，学生适当外语焦虑有助于外语成绩的提升。因此，家长、教师和学生都应该意识到促进性焦虑的重要性，并试图适当地增加它的影响。父母在不影响子女身心健康的前提下，如何合理、科学有效地卷入、提升促进性焦虑的影响，全面地提升子女的外语成绩，仍是值得深入探讨的内容。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/48259]  |
| 专题 | 心理研究所_社会与工程心理学研究室 |
| 推荐引用方式 GB/T 7714 | 闫文启. 父母外语焦虑与子女外语学业成绩的关系：父母卷入和子女焦虑 的中介作用[D]. 中国科学院心理研究所. 中国科学院大学. 2024. |
入库方式： OAI收割
来源：心理研究所
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