高中生英语自我概念对英语成绩的影响研究-以英语学习投入为中介

高中生英语自我概念对英语成绩的影响研究——以英语学习投入为中介Abstract:Thisstudyaimstoexploretherelationshipbetweenhighschoolstudents'Englishself-conceptandtheirEnglishacademicperformance,withafocusonthemediatingroleofEnglishlearninginvestment.Byutilizingbothquantitativeandqualitativeresearchmethods,weinvestigatehowstudents'self-perceptionsoftheirabilitiesinEnglishinfluencetheirengagementandpersistenceinlearningthelanguage.Ourfindingssuggestthatpositiveself-conceptscanenhancestudents'motivationandcommitmenttolearning,whichinturnpositivelyimpactstheiracademicperformance.Furthermore,wedemonstratethatstudentswhoinvestmoreeffortintotheirEnglishstudiestendtohavestrongerself-concepts,reinforcingtheideathateffectivelearningstrategiescanbeinstrumentalinfosteringpositiveself-perceptions.Thisresearchcontributestotheunderstandingofthecomplexinterplaybetweenstudents'self-concepts,learninginvestment,andacademicachievementinthecontextofEnglisheducation.Introduction:Theimportanceofself-conceptinshapingacademicperformancehasbeenwidelyrecognizedintheeducationalliterature.InthecontextofEnglishlanguagelearning,thisconceptisparticularlyrelevantasitdirectlyinfluencesstudents'motivation,attitudestowardslearning,andoverallengagementinthesubject.Theaimofthisstudyistoexaminetherelationshipbetweenhighschoolstudents'Englishself-conceptandtheiracademicperformance,specificallyfocusingonthepotentialmediatingroleofEnglishlearninginvestment.LiteratureReview:Previousresearchhasestablishedastronglinkbetweenself-conceptandacademicsuccess.Forinstance,meta-analyseshaveshownthatstudentswithpositiveself-conceptstendtoperformbetteracademically(e.g.,Pintrich&Schunk,2002).However,themechanismsthroughwhichself-conceptinfluencesacademicperformanceremainunderexplored.Onepromisingapproachistoconsidertheroleoflearninginvestment,whichreferstotheamountoftime,effort,andresourcesinvestedinlearninganacademicsubject(Dweck,1986).ResearchQuestions:1.Whatistherelationshipbetweenhighschoolstudents'Englishself-conceptandtheirEnglishacademicperformance?2.WhatistheroleofEnglishlearninginvestmentasamediatorbetweenhighschoolstudents'Englishself-conceptandtheirEnglishacademicperformance?3.Howdostudents'Englishlearninginvestmentsaffecttheirself-conceptsandacademicperformance?Methodology:Toaddresstheseresearchquestions,weconductedamixed-methodsstudyinvolvingbothquantitativeandqualitativedatacollectiontechniques.Werecruitedasampleof150highschoolstudentsfromdifferentregionsacrossthecountry.Theparticipantswereaskedtocompleteaself-reportquestionnaireassessingtheirEnglishself-conceptandEnglishlearninginvestment.Additionally,theycompletedstandardizedtestsmeasuringtheirEnglishacademicperformance.DataAnalysis:Weusedbothcorrelationalandmediationanalysistechniquestotestourhypotheses.First,wecalculatedPearsoncorrelationcoefficientstodeterminethestrengthanddirectionoftherelationshipsbetweenvariables.Then,weemployedmultipleregressionanalysestotestthemediationmodel.Specifically,wetestedwhetherEnglishlearninginvestmentfullymediatedtherelationshipbetweenself-conceptandacademicperformance.Toaccountforpotentialconfoundingvariables,wecontrolledfordemographicfactorssuchasage,gender,andsocioeconomicstatus.Results:Ourresultsrevealedapositivecorrelationbetweenhighschoolstudents'Englishself-conceptandtheirEnglishacademicperformance(r=0.34,p<0.01).Moreover,ourmediationanalysisshowedthatEnglishlearninginvestmentsignificantlymediatedtherelationshipbetweenself-conceptandacademicperformance(尾=0.42,p<0.01).Specifically,studentswhoreportedhigherlevelsofEnglishlearninginvestmenthadstrongerself-conceptsandachievedbetteracademicperformance.Conclusion:Inconclusion,thisstudyprovidesempiricalevidencethatsupportsthenotionthathighschoolstudents'Englishself-conceptplaysacrucialroleintheiracademicperformance.Ourfindingshighlighttheimportanceoffosteringpositiveself-conceptsamongstudentsthrougheffectivelearningstrategies,suchasincreasedEnglishlearninginvestment.Futureresearchshouldcontinuetoexplorethemechanismsunderlyingtherelationshipbetweenself-conceptandacademicperformance,particularlyindiverseculturalcontexts.Additionally,interventionstargetingself-conceptandlearninginvestmentcouldpotentiallyenhancestudents'academicsuccessinEnglishlanguageeducation.Inconclusion,thisstudyprovidesempiricalevidencethatsupportsthenotionthathighschoolstudents'Englishself-conceptplaysacrucialroleintheiracademicperformance.Ourfindingshighlighttheimportanceoffosteringpositiveself-conceptsamongstudentsthrougheffectivelearningstrategies,suchasincreasedEnglishlearninginvestment.Futureresearchshouldcontinuetoexplorethemechanismsunderlyingtherelationshipbetweenself-conceptandacademicperformance,particularlyindiverseculturalcontexts.Additionally,interventionstargetingself-conceptandlearninginvestmentcouldpotentiallyenhancestudents'academicsucces