摘要
学业焦虑是国际中文学习者在中文学习过程中普遍体验到的消极情绪状态,本研究旨在考察中文交际意愿对学业焦虑的影响及其作用机制。基于对1047名国际中文学习者问卷调查数据的结构方程模型分析,结果发现:(1)中文交际意愿与学业焦虑呈现显著负相关关系,积极的交际意愿有助于降低学业焦虑水平;(2)中文交际意愿通过学业自我效能感和学业情绪的独立中介效应,以及二者间的链式中介效应,间接缓解学业焦虑;(3)学业自我效能感在中介路径中具有关键作用,其较高的效应值表明学业自我效能感与学业焦虑呈现显著负相关关系,并通过其部分中介作用降低学业焦虑水平。本文表明,提升中文交际意愿对于减轻学业焦虑具有重要价值,这一结果对国际中文教育实践具有一定启示。
Academic anxiety is a common negative emotional state experienced by international Chinese learners in the procee of learning Chinese.This study aims to investigate the impact of willingness to communicate in Chinese on academic anxiety and its underlying mechanisms.Based on survey data from 1047 international Chinese learners,structural equation modeling was used for analysis.The results reveal the following findings:(1)Willingness to communicate in Chinese is significantly negatively correlated with academic anxiety,indicating that a positive willingness to communicate helps reduce academic anxiety;(2)Willingness to communicate in Chinese indirectly alleviates academic anxiety through the independent mediating effects of academic self-efficacy and academic emotions,as well as their chained mediating effect;(3)Academic self-efficacy plays a crucial role in the mediation path,with its high effect value indicating a significant negative correlation between academic self-efficacy and academic anxiety,and it reduces academic anxiety through its partial mediating effect.The study indicates that enhancing willingness to communicate in Chinese is of significant value in alleviating academic anxiety and provides practical implications for international Chinese education.
作者
吕昕颖
沈壮娟
LYU Xinying;SHEN Zhuangjuan(College of International Education,China University of Petroleum(Beijing);School Of Humanities and Law,China University of Petroleum(East China))
出处
《国际汉语教学研究》
2025年第3期73-83,共11页
Journal of International Chinese Teaching
基金
教育部新文科研究与改革实践项目“新文科背景下科技与艺术融入汉语言文学专业人才培养体系的改革与实践”(2021050055)
中国石油大学(北京)科研基金资助(2462025YJRC018)。
关键词
学业焦虑
中文交际意愿
学业自我效能感
学业情绪
academic anxiety
willingness to communicate in Chinese
academic self-efficacy
academic emotions
