探究以英语为媒介的高等教育中情感与动机的关系：一项纵向混合方法研究

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-02-12 DOI:10.1016/j.lindif.2025.102628

Sihan Zhou , Jian Xu , Heath Rose , Jim McKinley

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引用次数: 0

摘要

高等教育中的英语教学（EMI）由于其对学习和未来职业发展的好处和挑战的混合，引起了学生的一系列情绪。本研究探讨希望、享受、骄傲情绪与EMI动机之间的关系，并将其运作为理想的第二语言自我和理想的自律自我。采用纵向混合方法设计指导问卷的收集(NT1 = 746；NT2 = 405)和访谈（N = 13）数据来自中国某EMI大学。问卷数据的交叉滞后面板分析结果表明，理想的第二语言自我预测了希望、享受和自豪的情绪，而这些情绪反过来预测了理想的自律自我，这是一种双向的、不对称的情绪-动机联系。访谈结果揭示了情境化的情感-动机联系，这反映了以英语为通用语意识形态为基础的第二语言自我形象。此外，积极情绪和消极情绪在共同塑造学生理想学科自我的过程中是不可分割的。提供了教学意义。教育的相关性和意义使用英语作为教学媒介的大学课程与全球高等教育的国际化趋势同步发展。先前的研究表明，母语不是英语的学生在EMI项目中会遇到巨大的学习困难和强烈的情绪波动。本研究采用纵向混合方法设计，揭示了EMI大学背景下不同类型动机与学生情感体验之间的复杂关系。研究结果为全球EMI高等教育的教育政策制定、课程设计和教学提供了重要的教学建议，以促进学生的自我激励学习和福祉。

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Exploring the emotion-motivation nexus in English-medium higher education: A longitudinal mixed-methods study

English-medium instruction (EMI) in higher education evokes a range of emotions in students due to its mix of benefits and challenges for learning and future career development. This study explores the relationship between emotions of hope, enjoyment, and pride and EMI motivation, operationalized as ideal L2 self, and ideal disciplinary self. A longitudinal mixed-methods design guided the collection of questionnaire (N_T1 = 746; N_T2 = 405) and interview (N = 13) data at an EMI university in China. Results from cross-lagged panel analysis of questionnaire data identified a bidirectional, asymmetrical emotion-motivation nexus, where ideal L2 self predicted emotions of hope, enjoyment, and pride, and these emotions in turn predicted ideal disciplinary self. Interview findings revealed a contextualized emotion-motivation nexus, which was reflective of an L2 self-image underpinned by English as a lingua franca ideology. Additionally, positive and negative emotions were inseparable in co-shaping students' ideal disciplinary self. Pedagogical implications are offered.

Educational relevance and implications

University programs that use English as a medium of instruction have grown in lockstep with internationalization trends in higher education globally. Previous research suggests that students whose first language is not English experience tremendous learning difficulties and strong emotional turbulence in EMI programs. Drawing on a longitudinal mixed-methods design, this study unpacks the complex relationship between different types of motivation and emotional experiences of students in EMI university contexts. The results offer important pedagogical suggestions for educational policymaking, curriculum design, and teaching in EMI higher education worldwide to foster students' self-motivated learning and well-being.

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).