The Triple Path of AI-Empowered Criminal Investigation Curriculum Construction

Abstract

Based on Prospect Theory, this study investigates the cognitive decision-making mechanism behind Chinese non-English major undergraduates’ classroom oral risk-aversion behavior, focusing on the pathways among English learning reference point sources, perceived teacher task framing, and risk-aversion tendency. Through a questionnaire survey of 541 university students and structural equation modeling analysis, the findings reveal that: (1) All four types of reference points relied on by learners—peer comparison, self-expectation, cultural norms, and teacher setting—significantly and positively predict their classroom oral risk-aversion tendency; (2) Perceived teacher task framing plays a partial mediating role between reference point dependence and risk-aversion tendency, with the mediation effect accounting for 54.702%; (3) Teacher task framing (gain/loss framing) interacts significantly with reference point dependence, further moderating risk-aversion behavior. The study demonstrates that learners’ reference point dependence is a crucial psychological mechanism driving classroom oral “silence,” while the proactive reframing of teacher tasks can serve as an effective intervention pathway. This research provides a new cognitive decision-based explanation for understanding the quality of English classroom interaction and offers empirical evidence for task design and evaluative guidance in teaching practice.