二语学习者对成就情绪和情绪调节策略的理解:一项纵向情绪调节倡议的贡献

M. Karimi, M. Hashemi, Parastoo Alizadeh Oghyanous
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引用次数: 2

摘要

通过适应性调节培养二语学习者的情绪平衡是学习成功的重要决定因素。尽管最近对情绪调节(ER)课程的兴趣激增,但对二语学习者情绪调节策略的研究却令人惊讶地不发达。为了解决这一差距,本定性研究通过纵向的ER导向培训课程探讨了10名二语学习者对成就情绪和ER策略的理解。数据收集自四轮半结构化访谈和不同时间点的日记。数据分析显示,训练前阶段最常见的ER策略是分心和抑制,训练后阶段逐渐减少。然而,使用自我调节学习策略和安慰的频率最低,在训练后阶段表现出很大的改善。此外,学生们在四个主要方面的情绪调节能力有所提高:(a)在高风险情境下对负面情绪的充分感知控制,(b)使用明确的ER策略,(c)有效使用能力导向策略,以及(d)减少负面模拟器的干扰。本研究为利用基于急诊室的训练将学生的消极情绪体验转化为积极情绪提供了启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
L2 Learners’ Understanding of Achievement Emotions and Emotion Regulation Strategies: Contributions of a Longitudinal Emotion Regulation Initiative
Developing L2 learners’ emotional balance through adaptive regulation is a significant determinant of successful learning. Despite the recent surge of interest in emotion regulation (ER) programs, research on L2 learners’ ER strategies is surprisingly underdeveloped. To address this gap, the current qualitative study explored ten L2 learners’ understanding of achievement emotions and ER strategies throughout a longitudinal ER-oriented training course. Data were collected from four rounds of semi-structured interviews and diaries at different junctures of time. Data analysis revealed that the most frequent ER strategies in the pre-training phase were distraction and suppression, which showed a gradual decrease in the post-training phases. However, the use of self-regulated learning strategies and reassurance had the lowest frequency, showing a great improvement during the post-training phases. Additionally, the students grew in regulating their emotions across four major areas: (a) sufficient perceived control over negative emotions in high-stakes situations, (b) use of explicit ER strategies, (c) efficient use of competency-oriented strategies, and (d) decreased distraction as a function of negative simulators. The study provides implications for employing ER-based training to transform students’ negative emotional experiences into positive emotions.
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