{"title":"维持语言学习者的幸福和繁荣:一项探索语言学习咨询和基本心理需求支持的混合方法研究","authors":"Scott J. Shelton-Strong","doi":"10.2478/plc-2022-0020","DOIUrl":null,"url":null,"abstract":"Abstract The present study takes a self-determination theory perspective (Ryan & Deci, 2017) to explore the connections linking advising in language learning and basic psychological need satisfaction, and ways participation in advising can enhance learner well-being and flourishing. This study addresses a gap in research into advising by focusing on its role as psychological support for the language learner. The study adopts a concurrent triangulation mixed-methods approach to explore the advising experience of 96 Japanese language learners using an adapted version of the basic psychological needs satisfaction and frustration questionnaire (BPNSF; Chen et al., 2015) alongside an interpretative analysis of learner self-reports. The quantitative results show advising perceived as need-supportive, while the qualitative analysis identified examples of autonomous functioning, personal growth, and caring relationships as antecedents of need satisfaction. Together the findings suggest advising has an important role in supporting language learners in ways that underpin flourishing and enhance learner well-being.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Sustaining language learner well-being and flourishing: A mixed-methods study exploring advising in language learning and basic psychological need support\",\"authors\":\"Scott J. Shelton-Strong\",\"doi\":\"10.2478/plc-2022-0020\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract The present study takes a self-determination theory perspective (Ryan & Deci, 2017) to explore the connections linking advising in language learning and basic psychological need satisfaction, and ways participation in advising can enhance learner well-being and flourishing. This study addresses a gap in research into advising by focusing on its role as psychological support for the language learner. The study adopts a concurrent triangulation mixed-methods approach to explore the advising experience of 96 Japanese language learners using an adapted version of the basic psychological needs satisfaction and frustration questionnaire (BPNSF; Chen et al., 2015) alongside an interpretative analysis of learner self-reports. The quantitative results show advising perceived as need-supportive, while the qualitative analysis identified examples of autonomous functioning, personal growth, and caring relationships as antecedents of need satisfaction. Together the findings suggest advising has an important role in supporting language learners in ways that underpin flourishing and enhance learner well-being.\",\"PeriodicalId\":20768,\"journal\":{\"name\":\"Psychology of Language and Communication\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychology of Language and Communication\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2478/plc-2022-0020\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Arts and Humanities\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology of Language and Communication","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2478/plc-2022-0020","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Arts and Humanities","Score":null,"Total":0}
引用次数: 2
摘要
本研究采用自我决定理论(Ryan & Deci, 2017)的视角,探讨语言学习中建议与基本心理需求满足之间的联系,以及参与建议如何促进学习者的幸福感和成长。本研究通过关注建议对语言学习者的心理支持作用,解决了建议研究中的一个空白。本研究采用并行三角测量混合方法,对96名日语学习者的咨询体验进行了研究,采用了改编版的基本心理需求满意度和挫败感问卷(BPNSF;Chen et al., 2015)以及对学习者自我报告的解释性分析。定量结果表明,建议被视为需求支持,而定性分析确定了自主功能,个人成长和关怀关系作为需求满足的先决条件的例子。综上所述,研究结果表明,在支持语言学习者的方式中,建议具有重要作用,可以巩固学习者的繁荣和提高学习者的幸福感。
Sustaining language learner well-being and flourishing: A mixed-methods study exploring advising in language learning and basic psychological need support
Abstract The present study takes a self-determination theory perspective (Ryan & Deci, 2017) to explore the connections linking advising in language learning and basic psychological need satisfaction, and ways participation in advising can enhance learner well-being and flourishing. This study addresses a gap in research into advising by focusing on its role as psychological support for the language learner. The study adopts a concurrent triangulation mixed-methods approach to explore the advising experience of 96 Japanese language learners using an adapted version of the basic psychological needs satisfaction and frustration questionnaire (BPNSF; Chen et al., 2015) alongside an interpretative analysis of learner self-reports. The quantitative results show advising perceived as need-supportive, while the qualitative analysis identified examples of autonomous functioning, personal growth, and caring relationships as antecedents of need satisfaction. Together the findings suggest advising has an important role in supporting language learners in ways that underpin flourishing and enhance learner well-being.