讲座 | 滕琳：在线学业情绪多维因子特征：探索性结构方程模型分析

Emotions are of fundamental significance to individuals’mental and physical health as well as their learning outcomes. However, the role of achievement emotions in second language acquisition (SLA) has remained unexplored. Research revealed the critical role of discrete emotions in affecting L2 learning, but failed to adopt an integrated view of exploring the internal structure of achievement emotions and the interactions of different dimensionalities of emotions in L2 learning and teaching. To fill this gap, this study examined the factorial structure of achievement emotions in the synchronous online English learning context and explored its relationship with self-regulated learning (SRL) strategies and English performance. Informed by Control-Value Theory, the Achievement Emotions Questionnaire for Online English Learning was developed and validated through a series of rigorous validation procedures. Data were collected from 371 undergraduate students in a top-ranking university in mainland China. Confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM) were used to explore the dimensionality of achievement emotions in online English learning environments. Comparisons of CFA and ESEM results confirmed a seven-factor, correlated ESEM model, including enjoyment, hope, pride, anger, shame-related anxiety, hopelessness, and boredom. These seven factors revealed three taxonomies of achievement emotions regarding object focus, valence, and activation. Moderate correlations between achievement emotions and SRL strategies confirmed the concurrent validity. The findings also revealed significant predictive effects of achievement emotions on English language performance. This study concludes that the factorial structure of achievement emotions in online learning is embedded with situation-specific and context-sensitive characteristics. 

滕琳，教授，博士生导师，受聘浙江大学外国语学院。个人主要从事跨学科研究，积极推进将心理学前沿理论与应用语言学和外语教学领域的有机结合，研究主要围绕二语写作、自我调控学习、教育信息技术、教师教育、学习者内部因素以及心理学量表研发及验证等方面。近年来，在心理学、教育学、应用语言学和外语教育等研究领域的国际社会检索期刊（SSCI）发表30余篇高水平学术文章，代表期刊包括Applied Linguistics, Journal of Second Language Writing、Modern Language Journal、TESOL Quarterly、Language Teaching Research, Metacognition and Learning、System、Assessing Writing等。2021、2022年连续两年入选爱思唯尔外国语言文学领域“中国高被引学者”。