<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">ETR</journal-id><journal-title-group><journal-title>Educational Theory and Research</journal-title></journal-title-group><issn>2995-3448</issn><eissn>2995-3456</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/ETR.2026190028</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>中国外语学习者HAINC 与FLLR 关系研究</title><url>https://artdesignp.com/journal/ETR/4/19/10.61369/ETR.2026190028</url><author>顾钰婕,王曦洋,杨洪艳</author><pub-date pub-type="publication-year"><year>2026</year></pub-date><volume>4</volume><issue>19</issue><history><date date-type="pub"><published-time>2026-05-08</published-time></date></history><abstract>结合HAINC 的相关理论框架及已有文献, 以我国EFL 学习者为研究对象, 编制和验证了HAINC 量表，并使用该量表以及改编过的FLLR 量表，调查HAINC 与FLLR 的现状和两者之间的关系。分析结果显示, 该量表由16个题项构成，涵盖认知、操作、反思三个维度。该量表符合心理测量学的指标要求, 具有较高的信度和效度；HAINC 与FLLR 总体水平呈中等偏上水平；两者有较强相关关系, 本研究可以为开展英语学习者的HAINC 测量和培训路径等提供参考。</abstract><keywords>中国EFL 学习者,HAINC 量表开发和验证,HAINC 与FLLR 关系</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1] 文秋芳, 梁茂成. 人机互动协商能力：ChatGPT 与外语教育[J]. 外语教学与研究,2024, 56(2): 286-296+321.[2] Henry A, Thorsen C, Uztosun M S. Exploring language learners' self-generated goals:Does self-concordance affect engagement and resilience? [J]. System, 2023, 112 : 102971.[3] Yang Q, Zhou J. Exploring the human-AI interactive negotiation competence and interaction mindsets of university English learners: A study in China[J]. Theory and Practice in Language Studies, 2025, 15(1): 175-185.1.[4] Kim T Y, Kim Y, Kim J Y. A qualitative inquiry on EFL learning demotivation and resilience: A study of primary and secondary EFL students in South Korea[J]. The Asia-Pacific Education Researcher, 2018, 27(1): 55-64.[5] Ungar M. Multisystemic Resilience: Adaptation and Transformation in Contexts of Change[M]. Oxford: Oxford University Press, 2021.[6] Wei R N, Wang Y, Li X Y. Examining resilience in EFL contexts: A survey study of university students in China[J]. International Review of Applied Linguistics in Language Teaching, 2023, 61(4): 1773-1797.[7] Campbell-Sills, L., &amp;amp; Stein, M. B. (2007). Psychometric analysis and refinement of the Connor&amp;ndash;Davidson Resilience Scale (CD-RISC): Validation of a 10-item measure of resilience. Journal of Traumatic Stress, 2007(6), 1019&amp;ndash;1028.[8] DeSimone J. A., Harms P. D., Vanhove A. J., Herian M. N. Development and validation of a five-by-five measure of resilience [J]. Assessment, 2017, 24(6): 778-797.[9] Zarrinabadi N., Lou N. M., Ahmadi A. Resilience in the language classroom: exploring individual antecedents and outcomes [J]. System, 2022, 109: 102892.2.[10] Shen Y. F. Alleviating student anxiety: the role of resilience and mindfulness among Chinese EFL learners [J]. Frontiers in Psychology, 2022, 13: 940443.[11] Danesh J., Shahnazari M. Structural relationships among resilience, L2 learning motivation, and L2 proficiency across different proficiency levels [J]. Learning and Motivation, 2020, 72: 101636.[12] Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quinonez, H. R., &amp;amp; Young, S. L.. Best practices for developing and validating scales for health, social, and behavioral research: a primer. Frontiers in Public Health, 2018, 6:149.[13] Conway J. M., Huffcutt A. I. A review and evaluation of exploratory factor analysis practices in organizational research[J]. Organizational Research Methods,2003, 6(2): 147&amp;ndash;168.[14] Anderson L W, Krathwohl D R. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives[M]. New York: Longman, 2001: 68-69.[15] Duan X, et al. Unveiling student academic resilience in language learning: a structural equation modelling approach [J]. BMC Psychology, 2024, 12 (177):1 - 13.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
