This study examines the predictive roles of foreign language classroom anxiety(FLCA),foreign language enjoyment(FLE),and foreign language boredom(FLB)in English achievement among Chinese senior high school students.De...This study examines the predictive roles of foreign language classroom anxiety(FLCA),foreign language enjoyment(FLE),and foreign language boredom(FLB)in English achievement among Chinese senior high school students.Despite extensive research on anxiety in language learning,less attention has been given to boredom,and the combined effects of these three emotions on English achievement remain under-explored,particularly among high school students in China.To address these gaps,a sample of 142 students from Guangzhou was surveyed using questionnaires to assess their emotional experiences and English achievement.The research found that FLE exhibited a positive correlation with academic performance,while FLCA and FLB showed negative associations.Notably,FLE was the most significant predictor of English achievement,followed by FLCA and FLB.Gender differences were observed,with male students reporting significantly higher levels of environmental enjoyment,while female students experienced significantly greater communication anxiety.On this basis,this paper offers suggestions on how to enhance senior high school students’FLE while mitigating FLCA and FLB,thereby promoting more effective and sustained English learning.展开更多
目的:对空闲时间无聊量表(free time boredom scale,FTBS)进行中文版修订和信效度检验。方法:采用整群抽样的方法在1574名大学生中施测,选取短式无聊倾向量表、流调中心抑郁量表、状态焦虑量表和自评空闲时间无聊条目作为效标。结果:FTB...目的:对空闲时间无聊量表(free time boredom scale,FTBS)进行中文版修订和信效度检验。方法:采用整群抽样的方法在1574名大学生中施测,选取短式无聊倾向量表、流调中心抑郁量表、状态焦虑量表和自评空闲时间无聊条目作为效标。结果:FTBS包含4个维度:缺乏有意义的参与、缺乏精神参与、缺乏身体参与以及时间缓慢,17个条目,累计变异解释率为60.51%。量表4维度的拟合指标良好(χ^(2)/df=2.96,RMSEA=0.07,CFI=0.924,TLI=0.904)。与无聊倾向量表、流调中心抑郁量表、状态焦虑量表和自评空闲时间无聊的相关系数在0.57~0.73之间(P<0.01)。量表总分以及各维度的内部一致性信度为0.68~0.85,5周后的重测信度为0.42~0.47。结论:空闲时间无聊量表(FTBS)中文版具有良好的信效度,可以用于大学生空闲时间无聊的测量。展开更多
文摘This study examines the predictive roles of foreign language classroom anxiety(FLCA),foreign language enjoyment(FLE),and foreign language boredom(FLB)in English achievement among Chinese senior high school students.Despite extensive research on anxiety in language learning,less attention has been given to boredom,and the combined effects of these three emotions on English achievement remain under-explored,particularly among high school students in China.To address these gaps,a sample of 142 students from Guangzhou was surveyed using questionnaires to assess their emotional experiences and English achievement.The research found that FLE exhibited a positive correlation with academic performance,while FLCA and FLB showed negative associations.Notably,FLE was the most significant predictor of English achievement,followed by FLCA and FLB.Gender differences were observed,with male students reporting significantly higher levels of environmental enjoyment,while female students experienced significantly greater communication anxiety.On this basis,this paper offers suggestions on how to enhance senior high school students’FLE while mitigating FLCA and FLB,thereby promoting more effective and sustained English learning.
文摘目的:对空闲时间无聊量表(free time boredom scale,FTBS)进行中文版修订和信效度检验。方法:采用整群抽样的方法在1574名大学生中施测,选取短式无聊倾向量表、流调中心抑郁量表、状态焦虑量表和自评空闲时间无聊条目作为效标。结果:FTBS包含4个维度:缺乏有意义的参与、缺乏精神参与、缺乏身体参与以及时间缓慢,17个条目,累计变异解释率为60.51%。量表4维度的拟合指标良好(χ^(2)/df=2.96,RMSEA=0.07,CFI=0.924,TLI=0.904)。与无聊倾向量表、流调中心抑郁量表、状态焦虑量表和自评空闲时间无聊的相关系数在0.57~0.73之间(P<0.01)。量表总分以及各维度的内部一致性信度为0.68~0.85,5周后的重测信度为0.42~0.47。结论:空闲时间无聊量表(FTBS)中文版具有良好的信效度,可以用于大学生空闲时间无聊的测量。
