| For years,learning engagement has always been the focus of research in the field of second language acquisition.With the development of related theories and practices such as Control-Value Theory and Positive Psychology,more and more research interests and attentions have been attracted to control-value appraisal and English achievement emotions.However,the integration between the control-value theory and empirical research still needs to be deepened.Firstly,domestic and foreign research on control-value appraisal,English achievement emotions and learning engagement are relatively limited.Secondly,in recent years,the research on learning engagement at home and abroad mostly focuses on higher education,and the research objects are mostly undergraduates and vocational college students,etc.,while the research on basic education with specific junior high school students as the survey subjects is even more limited.Lastly,research has demonstrated a relationship between control-value appraisal and achievement emotions.However,at present,research on correlation between English achievement emotions and learning engagement has not been paid enough attention.In view of this,this research selected junior middle school students as the research subjects to explore the correlation between control-value appraisal,English achievement emotions and learning engagement,so as to make suggestions for promoting their learning engagement and their English academic development.Therefore,based on the Control-Value Theory,this study conducted a questionnaire survey of 696 junior middle school students from a junior middle school in China on the relationship of control and value appraisals,achievement emotions and English learning engagement,and investigated the impacts of these two variables on their English learning engagement.Specifically,the following research questions need to be addressed: 1)What are effects of control and value appraisals on achievement emotions and English learning engagement among junior middle school students? 2)What are the effects of achievement emotions on English learning engagement among junior middle school students? 3)What are the mediating effects of achievement emotions on the relationship between the control and value variables,and English learning engagement?In respect of the questions above,this study conducted a questionnaire survey of696 junior middle school students from Huaihua School Attached to Hunan Normal University.There are four sub-questionnaires in the English learning engagement questionnaire,which include behavioral engagement,cognitive engagement,emotional engagement and social engagement.And the control and value appraisals questionnaire involve the control appraisal scale and value appraisal scale.The achievement emotions questionnaire includes positive emotions(enjoyment,pride,and hope)and negative emotions(anxiety,anger,shame,hopelessness,and boredom).Through the results of the questionnaires,this study draws the following conclusions from the quantitative analysis of the collected questionnaire data: 1)There is a significant positive correlation between junior high school students control and value appraisals and their positive emotions(joy,pride,hope)and English learning engagement,the control and value appraisals of junior middle school students are significantly negatively correlated with the negative emotions(anxiety,anger,shame,hopelessness,boredom).2)The junior middle school students’ positive emotions(joy,pride,hope)were found significantly positively related to English learning engagement,and positive emotions have a significant positive effect on English learning engagement,and negative emotions(anxiety,anger,shame,hopelessness,boring)have a significant negative correlation on English learning engagement.3)English achievement emotions play a mediating role in the relationship between control appraisal and English learning engagement with a mediating effect value of 0.13.The achievement emotions of junior middle school students play a partial mediating role in the relationship between their value appraisal and English learning engagement,and the mediating role of anxiety was not obvious.Based on the above research conclusions,the following is significance proposed:1)From the perspective of theoretical contribution,this study takes CVT as the theoretical basis to explore the influence of the level of control and value appraisals of junior high school students on their achievement emotions and English learning engagement,emphasizing the necessity and importance of cultivating students’ control and value appraisals.It is clear that the control value appraisals have a positive effect on positive emotions and English learning engagement.In addition,this research based on CVT explores the influencing factors of junior high school students’ English learning engagement,expanding the outer edge of the theory.2)From the perspective of research methods,this research combines the questionnaire survey method used in previous research,making junior high school students to complete the questionnaire by computer classes under the supervision of the teacher,which ensures the authenticity and reliability of the questionnaire data.3)From the point of view of the research participants,this research helps to deepen the understanding of the current situation of junior high school students’ control and value appraisals,achievement emotions and English learning engagement.At the same time,it provides more detailed relevant research data for studying the influencing factors of English learning engagement.4)From the perspective of research contents,based on CVT,this research comprehensively examines two variables(control and value appraisals and achievement emotions)that affect junior high school students’ English learning engagement,which also analyzes the differences between these variables.The influence of dimensions on English learning engagement provides research for English learning and helps to broaden the dimensions of its follow-up research. |
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