英语论文哪里有？本研究采用SPSS 26.0和AMOS 26.0对量化数据进行回归分析、单因素方差分析和调节效应检验，并对半结构化访谈内容进行转写。
Chapter One Introduction
1.3 Research Significance
Based on previous research findings of the positive relationship between perceivedteacher enthusiasm and learning engagement.The main innovation of this study lies in thefact that the relationship between perceived teacher enthusiasm and learning engagement isdiscussed based on classification of different regulatory focus types as moderator.Andthrough multi-group comparisons,the moderating effect of regulatory focus types also exists.Besides,this study intends to qualitatively explore the contributing factors to the formation of that mechanism by interview which is rarely adopted in previous literature work.
Theoretically speaking,this study aims to construct a relationship model betweenperceived teacher enthusiasm,various regulatory focus types and learning engagement incollege English classrooms.Thus,the present study expands the knowledge about howteachers’positive emotion influence students’learning in college English education.Besides,the application of regulatory focus theory into the field of second language acquisition isexpected to enrich the research of learning engagement from the perspective of students’different motivation orientations.This will have certain instructional implications for collegeEnglish instructors,enabling them to inspire pupils to participate fully in classroom learning.
Chapter Three Research Design
3.1 Research Questions
Considering the limitation and inadequacy found in the literature review,two majorobjectives are to be achieved in this study.The primary objective is to assess the influences ofteacher enthusiasm on learning engagement in college English educational settings.Thesecondary objective is to probe into the moderating role of different types of regulatory focusmanipulated between teacher enthusiasm and three aspects of learning engagement.
Thus,the research questions to be answered in the present study are as follows：
(1)What is the relationship between students’perceived teacher enthusiasm and learningengagement in college English classrooms?
(2)What types of college students’regulatory focus can be classified?And what are thedifferences of perceived teacher enthusiasm and learning engagement in college Englishclassroom among various regulatory focus types?
(3)What are the effect magnitudes of different types of regulatory focus moderatedbetween students’teacher enthusiasm and learning engagement in college Englishclassrooms?
Chapter Four Results and Discussion
4.1 Descriptive Statistics of Students’Perceived Teacher Enthusiasmand Learning Engagement in College English Classrooms
Descriptive statistical analysis of the collected sample data can infer and summarize thecharacteristics of variables based on the information reflected in the data.Therefore,thisstudy will conduct descriptive statistics first on the results of two scales:Perceived TeacherEnthusiasm Scale(PTES)and Learning Engagement Scale(LES)in college Englishclassrooms.Descriptive Statistical Analysis of the Regulatory Focus Scale and classificationsof different regulatory focus will be combined to discuss in the next section.
Firstly,SPSS 26.0 was used to calculate the mean and standard deviation of the surveyedstudents in their perceptions of teacher enthusiasm(Table 4.1).By analyzing these two valuesfrom the results,it can help us figure out the degree to which college students perceive theenthusiasm of their own college English teachers,including teaching-related enthusiasm andsubject-related enthusiasm dimensions.
4.2 The Relationship between Students’Perceived Teacher Enthusiasmand Learning Engagement
In this section,the linear relationships between perceived teacher enthusiasm andlearning engagement will be analyzed by Univariate Linear Regression to figure out the firstresearch question.The two dimensions in perceived teacher enthusiasm(teaching-relatedenthusiasm and subject-related enthusiasm),and three dimensions(behavioral engagement,affective engagement and cognitive engagement)in learning engagement are treated as theirown separate latent variables.Thus five separate latent variables-TE,SE,BE,AE and CE areproduced for further analysis.
The correlation analysis was conducted among five factors by using the Pearsoncorrelations(two-tailed significance).Factor correlation analysis has two purposes.The firstpurpose is to test the concurrency validity of the entire scale.The second purpose is to lay thefoundation for the following regression analysis.The correlation coefficient,mean scores andstandard deviation of the inter-factors are presented in Table 4.3.Perceived TeacherEnthusiasm Scale and Learning Engagement Scale are abbreviated as PTES and LESrespectively.
Chapter Five Conclusion
5.1 Major Findings
The present research has investigated the relationship among students’perceived teacherenthusiasm,different regulatory focus types and learning engagement in college Englishclassrooms.In addition,the influence of perceived teacher enthusiasm on learningengagement through the moderating effect of different regulatory focus also discussed in thethesis.Through the statistical quantitative analysis and qualitative interviews,the results areencapsulated as follows:
In terms of the relationship between students’perceived teacher enthusiasm on learningengagement in college English classrooms,the results of multiple regression analysis showedthat teacher enthusiasm could positively predict behavioral engagement,affective engagementand cognitive engagement.The result was consistent with previous study,which suggestedthat teacher enthusiasm was beneficial and influential for students’learning engagement incollege English classrooms.However,considering two dimensions of students’perceivedteacher enthusiasm,teaching-related enthusiasm indicated the stronger influencing effect thansubject-related enthusiasm.When students perceived more teaching-related enthusiasm,theywere more engaged in English classrooms.It could be explained that teacher’s enthusiasm ofthe subject matter was not necessarily reflected in specific classroom behaviors which may gounnoticed by students.Students’perceived teacher enthusiasm for subjects could not directlyaffect students,but was perceived through their daily teaching activities.Hence,teachers’enthusiasm need to be reflected in behaviors which is perceived by students,so as to makethem engage in classroom learning.
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