International Journal of Educational Research最新文献_第6页

“Sometimes I just smile, even though I didn’t understand”: Perspectives of students with hearing loss on participation in mainstream schools “有时我只是微笑，即使我不懂”：听障学生对主流学校参与的看法

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-11-19 DOI: 10.1016/j.ijer.2025.102874

Lara Hardebeck , Esther Ruigendijk , Ulla Licandro

Participation in school is crucial for students’ social development and academic success. Students with hearing loss face multiple participation challenges in mainstream schools, affecting personal, social, and educational dimensions. Mainstream classrooms rely heavily on verbal communication, making it challenging for them to follow lessons, interact with classmates, and access curricular content. However, few studies have directly explored students’ own perspectives on these challenges, leaving a gap in understanding the factors that promote or hinder meaningful school participation. This study explores the perspectives of students with hearing loss regarding their participation in mainstream schools, emphasizing both their lived experiences and their recommendations for improving participation. Semi-structured interviews were conducted with 26 German-speaking students aged 7 to 16 to investigate environmental and personal factors that shape school participation. Findings indicate that positive experiences were associated with supportive teacher and peer behaviours, effective classroom management, and the use of adaptive communication strategies. Conversely, key barriers included high levels of background noise, rapid speech, inconsistent implementation of assistive listening technologies, and limited awareness of hearing loss among teachers and classmates. Students described employing a variety of coping strategies—such as self-advocacy, behavioural adjustments, and tailored communication tactics—to navigate these challenges. However, they also reported challenges stemming from listening fatigue, social anxiety, and the emotional strain of feeling different. To improve participation, students proposed several practical strategies, including consistent and correct use of assistive technologies by teachers, structured classroom routines, increased use of visual supports, differentiated instruction, quieter group settings, and scheduled listening breaks. The findings underscore the importance of learner-centred approaches, promoting both academic and social participation. They also highlight the critical role of teachers, peers, and school-wide policies in creating inclusive environments that address the diverse needs of students with hearing loss.

参与学校对学生的社会发展和学业成功至关重要。听力损失学生在主流学校面临多重参与挑战，影响个人、社会和教育层面。主流课堂严重依赖口头交流，这使得他们很难跟上课程，与同学互动，获取课程内容。然而，很少有研究直接探讨学生对这些挑战的自己的观点，在理解促进或阻碍有意义的学校参与的因素方面留下了空白。本研究探讨了听力损失学生在主流学校参与方面的观点，强调了他们的生活经历和他们对改善参与的建议。对26名7至16岁的德语学生进行了半结构化访谈，以调查影响学校参与的环境和个人因素。研究结果表明，积极的体验与支持性教师和同伴行为、有效的课堂管理和适应性沟通策略的使用有关。相反，主要障碍包括高水平的背景噪音、快速说话、辅助听力技术的不一致实施，以及老师和同学对听力损失的认识有限。学生们描述了采用各种应对策略——如自我宣传、行为调整和量身定制的沟通策略——来应对这些挑战。然而，他们也报告了来自听力疲劳、社交焦虑和感觉不同的情绪紧张的挑战。为了提高参与度，学生们提出了一些实用的策略，包括教师一贯正确地使用辅助技术、结构化的课堂程序、增加视觉支持的使用、差异化教学、更安静的小组环境和安排听力休息。研究结果强调了以学习者为中心的方法，促进学术和社会参与的重要性。他们还强调了教师、同伴和全校政策在创造包容性环境以满足听力损失学生的多样化需求方面的关键作用。

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引用次数: 0

From regional alliances to global aspirations: University perspectives from East and Southeast Asia 从地区联盟到全球抱负：来自东亚和东南亚的大学视角

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-11-14 DOI: 10.1016/j.ijer.2025.102872

You Zhang

Research on higher education regionalization often emphasizes policy influences and regional contexts while overlooking its intricate connections to global processes. This study theorizes the relationship between supra-national regional and global dynamics in higher education by examining the rationales behind university memberships in regional university associations in East and Southeast Asia. Drawing on interviews with 17 leaders from 15 universities in the region, the findings show that universities join regional university associations both to substantively advance internationalization by expanding international opportunities for students, faculty, and institutional partnerships, and to symbolically signal an identity as globally oriented, research-intensive, and multi-disciplinary institutions. Using the concept of cognitive legitimacy from organizational sociology, this study argues that memberships in regional university associations enhance universities’ cognitive legitimacy in the global higher education field through both substantive engagement in internationalization and symbolic alignment with a globally legitimized university model. Ultimately, the findings highlight that higher education regionalization is not merely a regional phenomenon but deeply interconnected with global processes shaping higher education. In practical terms, the study underscores the strategic importance of regional partnerships as pathways for universities to strengthen their influence on both regional and global stages.

高等教育区域化研究往往强调政策影响和区域背景，而忽视了其与全球进程的复杂联系。本研究通过考察东亚和东南亚地区大学协会成员背后的基本原理，将高等教育中超国家、区域和全球动态之间的关系理论化。通过对该地区15所大学的17位领导人的采访，研究结果表明，大学加入地区大学协会，既可以通过扩大学生、教师和机构合作伙伴的国际机会，实质性地推进国际化，也可以象征性地表明其作为面向全球、研究密集型和多学科机构的身份。利用组织社会学的认知合法性概念，本研究认为，区域性大学协会的成员资格通过实质性参与国际化和象征性地与全球合法化的大学模式保持一致，增强了大学在全球高等教育领域的认知合法性。最后，研究结果强调，高等教育区域化不仅是一种区域现象，而且与塑造高等教育的全球进程密切相关。实际上，该研究强调了区域伙伴关系作为大学加强其在区域和全球舞台上影响力的途径的战略重要性。

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引用次数: 0

Overeducation and wage penalties among young university graduates in Vietnam 越南年轻大学毕业生的过度教育和工资惩罚

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-11-14 DOI: 10.1016/j.ijer.2025.102864

Tuyen Quang Tran , Lan Anh Tran , Ngoc Bich Thi Vu , Dao Van Le

This study examines the impact of overeducation on wages among young university graduates in Vietnam from 2018 to 2022. Using an instrumental variable (IV) approach to address potential endogeneity, the findings reveal that graduates in jobs not requiring a university degree face a wage penalty of approximately -30 %. Significant gender and regional disparities in wage penalties are also observed: female graduates experience a larger penalty (-42 %) compared to male graduates (-24 %), and urban graduates incur a higher penalty (-40 %) than rural graduates (-22 %). These differences suggest that factors such as gender discrimination, occupational segregation, and regional labor market conditions contribute to the wage effects of overeducation. The study further highlights the roles of gender, field of study, and employment sector in wage determination and overeducation. Male graduates are more likely to be overeducated than females, and graduates in most fields (except health and medicine) are more prone to overeducation compared to those in education. The effects of field of study on overeducation vary by gender and region, particularly in health and medicine, science and technology, and agriculture.

本研究考察了2018年至2022年越南年轻大学毕业生中过度教育对工资的影响。使用工具变量（IV）方法来解决潜在的内生性，研究结果显示，从事不需要大学学位的工作的毕业生面临大约- 30%的工资惩罚。在工资处罚方面也观察到显著的性别和地区差异：与男性毕业生（- 24%）相比，女性毕业生遭受的处罚（- 42%）更大，城市毕业生遭受的处罚（- 40%）比农村毕业生（- 22%）更高。这些差异表明，性别歧视、职业隔离和地区劳动力市场状况等因素导致了过度教育对工资的影响。该研究进一步强调了性别、学习领域和就业部门在工资决定和过度教育中的作用。男性毕业生比女性更容易受到过度教育，大多数领域的毕业生（除了卫生和医学）比教育领域的毕业生更容易受到过度教育。研究领域对过度教育的影响因性别和区域而异，特别是在卫生和医药、科学和技术以及农业方面。

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引用次数: 0

Conceptualizing teachers’ interpersonal emotion regulation: A social-functionalist framework 教师人际情绪调节的概念化：一个社会功能主义的框架

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-11-14 DOI: 10.1016/j.ijer.2025.102861

Wenyan Jiang , Hongbiao Yin

Interpersonal emotion regulation as an emerging issue has increasingly attracted the attention of educational researchers in recent years. Some studies have used this concept to refer to teachers’ interpersonal regulation of their own emotions (intrinsic process), while others use it to refer to the regulation of others’ emotions (extrinsic process), and some studies adopt a combination of both. In current literature, interpersonal emotion regulation is a complex concept that brings a refreshing perspective yet is ambiguously defined. Schools are arenas of interpersonal interactions. We argue that teachers’ interpersonal emotion regulation involves their regulation of the emotional states of self, students, colleagues, and other stakeholders in different interaction settings. Based on the social functionalist theory, we developed a social-functionalist framework of teachers’ interpersonal emotion regulation. This framework specifies four levels of interpersonal emotion regulation, namely, the intrinsic, dyadic, group, and cultural level, to situate this concept within teachers’ professional contexts. We further elaborated on the social functionalist account at each level, and its core functionality as reflected in the current focus of educational research. Last, we discussed the implications for educational research and suggested future agendas.

人际情绪调节作为一个新兴的研究课题，近年来越来越受到教育研究者的关注。有的研究用这一概念来指代教师对自身情绪的人际调节（内在过程），有的研究用这一概念来指代教师对他人情绪的调节（外在过程），也有的研究采用两者的结合。在目前的文献中，人际情绪调节是一个复杂的概念，给人耳目一新的视角，但定义却很模糊。学校是人际交往的场所。我们认为教师的人际情绪调节包括在不同的互动环境中对自我、学生、同事和其他利益相关者的情绪状态的调节。基于社会功能主义理论，我们构建了教师人际情绪调节的社会功能主义框架。该框架规定了人际情绪调节的四个层面，即内在、二元、群体和文化层面，并将这一概念置于教师的专业背景中。我们进一步阐述了社会功能主义在每个层面的解释，以及它的核心功能，反映在当前教育研究的重点。最后，我们讨论了对教育研究的影响，并提出了未来的议程。

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引用次数: 0

Discursive sleights of hand: International school mission statements as sites of cosmopolitan nationalism in China 话语的技巧：国际学校使命宣言作为中国世界主义民族主义的场所

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-11-14 DOI: 10.1016/j.ijer.2025.102870

Adam Poole, John Stewart Clark

This paper examines how Chinese internationalised schools construct hybrid cosmopolitan national identities through their mission statements within a highly regulated educational environment. Drawing on discourse analysis of 34 mission statements from private internationalised schools offering the International Baccalaureate Primary Years and Middle Years Programmes, the study reveals how these institutions rhetorically negotiate the tensions between global aspirations and national imperatives. Employing the theoretical lens of cosmopolitan nationalism, the analysis identifies key discursive strategies, particularly the use of integrative verbs in listings and culturally resonant metaphors such as ‘roots,’ ‘heart,’ and ‘soul’, that simultaneously simulate a balanced hybrid identity whilst privileging a centrally anchored Chinese national identity. This ‘discursive sleight of hand’ enables schools to comply with state regulations emphasising patriotism and moral education, whilst maintaining the appearance of internationalism to appeal to globalised middle-class families. The findings contribute a meso‑level institutional perspective to existing scholarship on cosmopolitan nationalism, highlighting how internationalised schools in China perform hybridity on a discursive level that masks an implicit hierarchy favouring national loyalty over cosmopolitan ideals. The paper concludes by reflecting on the implications of such identity constructions for the future of international education in China and calls for further research into how these discursive identities are enacted.

本文考察了中国国际化学校如何在高度规范的教育环境中通过使命宣言构建混合型世界主义国家认同。通过对34所提供国际文凭小学和中学课程的私立国际化学校的使命宣言的话语分析，该研究揭示了这些机构如何通过修辞来处理全球抱负和国家要求之间的紧张关系。采用世界主义民族主义的理论视角，分析确定了关键的话语策略，特别是在清单中使用综合动词和文化共鸣隐喻，如“根”、“心”和“魂”，同时模拟了一种平衡的混合身份，同时赋予了一种中心锚定的中国民族身份特权。这种“话语的花招”使学校能够遵守强调爱国主义和道德教育的国家规定，同时保持国际主义的外观，以吸引全球化的中产阶级家庭。这些发现为现有的世界主义民族主义学术研究提供了一个中观层面的制度视角，突出了中国的国际化学校如何在话语层面上表现出混合性，这种混合性掩盖了一种支持民族忠诚而不是世界主义理想的隐含等级制度。本文最后反思了这种身份建构对中国国际教育未来的影响，并呼吁进一步研究这些话语身份是如何形成的。

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引用次数: 0

From leadership to teaching: Exploring the personal, organizational, and emotional dimensions of school leadership attrition in Türkiye 从领导到教学：探索个人、组织和情感维度的学校领导损耗在<s:1> rkiye

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-11-14 DOI: 10.1016/j.ijer.2025.102868

Anıl Kadir Eranıl , Erdal Gürbüz , Sevilay Gül

This qualitative study explores the lived experiences and underlying reasons that lead educators in Türkiye to resign from school leadership (SL) positions and examines how personal, organizational, and emotional dimensions shape their decision-making processes. It also investigates their professional trajectories and emotional well-being after returning to teaching, the challenges they encounter during this transition, and their willingness to reassume SL roles in the future. Designed as a phenomenological inquiry, the study draws on semi-structured interviews conducted with nine former school leaders, selected through criterion sampling. The participants, most of whom have over five years of SL and teaching experience, shared in-depth narratives that were thematically analyzed. The analysis revealed several overarching themes and a range of associated codes. Findings show that the decision to resign from SL is shaped by a complex interaction of personal and organizational factors such as work-life imbalance, emotional exhaustion, bureaucratic constraints, and reduced job satisfaction. Participants described returning to the classroom as both a relief and a challenge, characterized by identity shifts and differing levels of re-engagement with teaching practices. This study contributes to the educational leadership literature by providing empirical insights into the multidimensional nature of SL attrition and emphasizing the need for systemic support mechanisms to promote leadership sustainability in schools.

本定性研究探讨了导致 rkiye教育工作者辞去学校领导（SL）职位的生活经历和潜在原因，并研究了个人、组织和情感维度如何影响他们的决策过程。它还调查了他们重返教学岗位后的职业轨迹和情感健康状况，他们在过渡期间遇到的挑战，以及他们在未来恢复外语角色的意愿。设计为现象学调查，该研究利用半结构化访谈与九位前学校领导进行，通过标准抽样选择。大多数参与者都有超过五年的外语和教学经验，他们分享了深入的主题分析故事。分析揭示了几个总体主题和一系列相关代码。研究结果表明，工作与生活失衡、情绪耗竭、官僚主义约束和工作满意度降低等个人因素和组织因素共同影响了员工的辞职决定。参与者将重返课堂描述为一种解脱和挑战，其特征是身份的转变和对教学实践的不同程度的重新参与。本研究为教育领导文献提供了经验见解，揭示了SL损耗的多维性，并强调需要系统的支持机制来促进学校领导力的可持续性。

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引用次数: 0

Exploring the dynamicity of pre-service EFL teachers’ emotions and interpersonal emotion regulation in a recurrent restorying design: From practicum to the first year of teaching 探究职前英语教师情绪与人际情绪调节的动态：从实习到教学的第一年

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-11-13 DOI: 10.1016/j.ijer.2025.102862

Ayşe Kızıldağ , Özkan Kırmızı , Gülşah Öz

The present longitudinal case study explores the emotions and interpersonal emotion regulation (IER) of Turkish pre-service EFL teachers (PSTs) during and after the practicum through a novel narrative inquiry methodology, recurrent restorying, as proposed by Golombek and Johnson (2021). The study adopts Complex Dynamic Systems Theory (Larsen-Freeman & Cameron, 2008) as theoretical grounds to link PSTs’ identities to their self-understandings in learning-to-teach experiences. Conceptualized from a tool-and-result-activity perspective, recurrent restorying encourages participants to re-analyze their earlier narrative inquiry documents to re-evaluate their evolving self-understandings and learning-to-teach experiences from newly acquired perspectives. In recurrent restorying, PSTs re-read their previous narrative data multiple times, identify idea units, and determine important ideas or themes concerning their interpersonal emotional regulation strategies. This case study involved three pre-service EFL teachers. The data were collected at three stages: at the beginning of the practicum, at its conclusion, and eight months after the practicum was completed. Data sources include interviews conducted at the start of the practicum and PSTs’ recurrent restorying narratives, which include their self-reflections at the end of the practicum, to be revisited eight months after the practicum. The data were analyzed using reflexive thematic analysis employing both inductive (a posteriori codes) and deductive (a priori codes) coding analysis. The findings reveal substantial variation in how PSTs regulate their emotions interpersonally over time, and recurrent restorying proves to be a viable methodological platform where pre-service teachers could critically reflect on their past experiences.

本纵向案例研究通过Golombek和Johnson（2021）提出的一种新颖的叙事探究方法——周期性恢复，探讨了土耳其职前英语教师（pst）在实习期间和实习后的情绪和人际情绪调节（IER）。本研究采用复杂动态系统理论（Larsen-Freeman & Cameron, 2008）作为理论基础，将pst的身份与他们在学习教学经验中的自我理解联系起来。从工具-结果-活动的角度概念化，循环恢复鼓励参与者重新分析他们早期的叙事探究文件，重新评估他们不断发展的自我理解和从新获得的视角学习教学经验。在反复恢复过程中，pst多次重新阅读之前的叙述资料，识别想法单位，并确定与人际情绪调节策略相关的重要想法或主题。本案例研究涉及三位职前英语教师。数据是在三个阶段收集的：实习开始时、结束时和实习结束后的八个月。数据来源包括实习开始时进行的访谈，以及实习结束后八个月重新审视的pst反复的恢复叙述，其中包括他们在实习结束时的自我反思。数据分析采用反身性主题分析，采用归纳（后验码）和演绎（先验码）编码分析。研究结果显示，随着时间的推移，pst在人际关系中调节情绪的方式存在实质性变化，反复的恢复被证明是一个可行的方法平台，岗前教师可以批判性地反思他们过去的经历。

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引用次数: 0

Private vs. Public Schooling: The role of school composition 私立学校与公立学校：学校构成的作用

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-11-13 DOI: 10.1016/j.ijer.2025.102863

Elke Claes , Léonard Moulin

Publicly funded private schooling is a common feature of many education systems, yet its implications for educational equity and effectiveness remain contested. While private schools often exhibit higher student achievement, the sources of this advantage are not well understood. In particular, differences in student composition—especially in terms of socioeconomic status (SES)—are likely to play a key role. This paper examines how school-level SES composition contributes to achievement differences between public and private schools. Using propensity score matching (PSM) on data from 22,441 French ninth-grade students, we find that private school students outperform their public school peers in mathematics and French, with especially large effects for low-SES students, an underrepresented group in private schools. While school composition explains only part of these effects, it accounts for a substantial share of the performance gap among high-SES students, rendering the adjusted effect statistically indistinguishable from zero. These findings highlight which students benefit most from private schooling and point to the need for further research into the mechanisms underlying performance differences across school sectors.

公共资助的私立学校是许多教育系统的共同特征，但其对教育公平和有效性的影响仍然存在争议。虽然私立学校通常表现出较高的学生成绩，但这种优势的来源尚未得到很好的理解。特别是，学生组成的差异——尤其是社会经济地位（SES）方面的差异——可能起着关键作用。本文研究了学校层面的社会经济地位构成如何影响公立和私立学校之间的成就差异。通过对22,441名法国九年级学生的数据进行倾向得分匹配（PSM），我们发现私立学校的学生在数学和法语方面的表现优于公立学校的同龄人，对低社会经济地位的学生（私立学校中代表性不足的群体）的影响尤其大。虽然学校构成只解释了这些影响的一部分，但它在高ses学生的表现差距中占了相当大的份额，使得调整后的影响在统计上几乎为零。这些发现强调了哪些学生从私立学校受益最多，并指出需要进一步研究不同学校部门之间表现差异的机制。

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引用次数: 0

Signals of excellence or indifference? Dutch employers’ perceptions of liberal arts bachelor’s degrees 是优秀还是冷漠？荷兰雇主对文科学士学位的看法

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-11-13 DOI: 10.1016/j.ijer.2025.102840

Milan Kovačević

This paper investigates how Dutch employers perceive university college bachelor’s degrees. These programmes were introduced as part of an excellence initiative in Dutch higher education, offering broad, interdisciplinary, and selective undergraduate degrees in liberal arts and sciences. By conducting semi-structured interviews with 20 recruiters based in the Netherlands, the study explores the graduate job selection process, examining the relative importance of different factors in employers’ decisions and the signals sent by university college degrees to employers. The findings reveal that the signalling effect associated with university college degrees is either entirely absent or neutral. Dutch employers demonstrate limited familiarity with university colleges and tend to assign less significance to the bachelor’s degree when it is accompanied by a master’s degree in a relevant field. This underscores the challenge of integrating innovative educational models into the traditionally egalitarian research university segment of Dutch higher education.

本文调查了荷兰雇主如何看待大学学院学士学位。这些课程是荷兰高等教育卓越计划的一部分，提供广泛的、跨学科的、选择性的文科和理科本科学位。通过对20位荷兰招聘人员进行半结构化访谈，该研究探讨了毕业生的工作选择过程，考察了雇主决策中不同因素的相对重要性，以及大学学位向雇主发出的信号。研究结果表明，与大学学位相关的信号效应要么完全不存在，要么是中性的。荷兰雇主对大学学院的熟悉程度有限，当学士学位伴随着相关领域的硕士学位时，他们往往不那么重视学士学位。这凸显了将创新教育模式融入荷兰高等教育中传统的平等主义研究型大学的挑战。

引用次数: 0

Exploring the interplay of critical thinking dispositions, perceived teacher enthusiasm, willingness to communicate, and gender among Chinese EFL learners 探讨中国英语学习者批判性思维倾向、感知教师热情、沟通意愿和性别之间的相互作用

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2024.102532

Lihong Ma , Baorong Li , Hongyan Guo

The interplay between critical thinking (CT) skills and willingness to communicate (WTC) among foreign language (FL) learners is well-established. However, the specific influence of CT dispositions on WTC remains insufficiently explored. This study investigated the relationship between CT dispositions and WTC among FL learners. It also examined how teacher enthusiasm moderates this relationship based on principles from social cognitive theory, and further explored potential gender differences in this dynamic employing gender schema theory. A total of 4847 secondary school English learners (M_age = 15.579, SD = 0.546) from China participated in the research, with 46.1 % males and 53.9 % females. Data was collected through self-reported scales measuring perceived teacher enthusiasm, CT dispositions, and WTC. Findings revealed a positive association between CT dispositions and WTC, identifying systematicity, self-confidence in reasoning, inquisitiveness, and cognitive maturity as significant predictors of WTC. Moreover, teacher enthusiasm was found to positively moderate the relationship between CT dispositions and WTC. Additionally, high levels of teacher enthusiasm boosted WTC more significantly for students with high CT dispositions, and this effect was stronger for females than for males. This research carries significant implications for FL teaching, suggesting that fostering teacher enthusiasm and reinforcing CT dispositions could significantly elevate learners’ communicative willingness and overall language proficiency.

在外语学习者中，批判性思维（CT）技能和沟通意愿（WTC）之间的相互作用是公认的。然而，CT配置对WTC的具体影响尚未得到充分探讨。本研究探讨了外语学习者的CT倾向与WTC的关系。基于社会认知理论的原则，研究了教师热情如何调节这种关系，并利用性别图式理论进一步探讨了这种动态的潜在性别差异。中国共有4847名中学英语学习者（Mage = 15.579, SD = 0.546）参与了研究，其中男性占46.1%，女性占53.9%。通过自我报告量表收集数据，测量感知教师热情、CT倾向和WTC。研究结果显示，CT倾向与WTC呈正相关，发现系统性、推理自信、好奇心和认知成熟度是WTC的重要预测因素。此外，教师热情对CT倾向与WTC的关系有正向调节作用。此外，对于具有高CT倾向的学生，高水平的教师热情更显著地促进了WTC，并且这种影响在女性中强于男性。本研究对外语教学具有重要的启示意义，表明培养教师积极性和强化CT倾向可以显著提高学习者的交际意愿和整体语言水平。

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引用次数: 0