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本研究基于学业情绪的控制—价值理论,以调查问卷和半结构化访谈为主要研究工具,探讨课堂环境因素对英语专业学生积极学业情绪影响的路径和机制。研究发现,研究者基于学业情绪控制—价值理论提出并证实的八类课堂环境因素并非作为一个整体对积极学业情绪共同发挥作用,而是以不同的路径和强度对不同积极学业情绪类型产生不同的影响。具体而言,教师期望、学生自主性、学生间竞争、师生关系和教材认知质量等因素能够通过主观控制—价值评价对积极高唤醒和积极低唤醒情绪产生间接影响。教师反馈、学生间合作和师生关系对积极高唤醒情绪产生直接正向影响。而学生自主性和教材认知质量等因素对积极低唤醒情绪产生直接正向影响。
Based on the theory of control-value of academic sentiment, this study uses questionnaires and semi-structured interviews as the main research tools to explore the path and mechanism of the impact of classroom environmental factors on the active sentiment of English majors. The research found that the eight types of classroom environmental factors proposed and confirmed by researchers based on the theory of academic sentiment control-value do not work together as active academic sentiments, but have different paths and intensities to different active sentiment types influences. Specifically, teachers’ expectations, student autonomy, competition among students, relationship between teachers and students, and cognitive quality of teaching materials can indirectly influence positive high arousal and positive low arousal through subjective control-value evaluation. Teachers’ feedback, inter-student cooperation and teacher-student relationship have a direct and positive impact on positive and highly arousal emotions. However, factors such as student autonomy and teaching material quality of cognition have a direct and positive impact on positive and low arousal.