高一英语学优生和学困生自我效能感与学业成绩的相关性研究

发布时间：2018-12-14 05:44

【摘要】：高中生英语学业成绩存在着显著差异,高中英语学优生的成绩明显高于学困生。随着人们对自我效能感的研究,发现其为影响高中生英语学业成绩的诸多因素之一。同时,国内外的一些研究也相继证明,学生自我效能感与学业成绩之间存在着相关性。本文意在研究中国高中学优生与学困生的自我效能感与英语学业自我效能感关系,及其二者对英语学业成绩的影响。研读相关文献后,笔者界定了自我效能感、英语学业自我效能感、英语学优生及学困生等感念,并且提出了三个研究问题。为了回答问题,本研究采取了定量研究(问卷法)和定性研究(访谈),并通过SPSS分析学生的自我效能感、英语学业自我效能感和英语学业成绩之间的相关性。来自赣南师范学院附属中学高一年级的360名学生参与到本研究中,同时,笔者通过四次(中考、两次月考和期中考试)英语考试成绩平均分的排名,确定了53名英语学优生和53名英语学困生。通过发放两份问卷调查,了解了学优生和学困生的自我效能感和英语学习自我效能感的基本情况。最后,笔者根据两份问卷调查编制了半结构化访谈,并通过采访十名英语学优生和十名学困生的方式,进一步了解学生的情况。通过数据分析和讨论,得出了如下结论:(1)整体的学生英语学业成绩属于中等水平,男生与女生英语学业成绩相当,学优生与学困生的英语学业成绩之间存在两级分化。(2)整体学生的自我效能感和英语学业自我效能感属于中等水平,学生的自我效能感和英语学业自我效能感存在显著正相关,即学生自我效能感高的,其英语学业自我效能感一般也高,反之亦然。男生与女生的自我效能感和英语学业自我效能感水平并没有显著性的差异,但是在学优生自我效能感和英语学业自我效能感显著高于学困生的自我效能感和英语学业自我效能感。(3)学生的自我效能感和英语学业自我效能感与英语学业成绩的相关性研究。学生的自我效能感和英语学业自我效能感都与学生的英语学业成绩存在显著正相关,即学生的自我效能感和英语学业自我效能感越高,其英语学业成绩越高,反之亦然。同时较之学生的自我效能感与英语学业成绩相关系数,学生的英语学业自我效能感与英语学业成绩存在更高的显著正相关。学优生与学困生的学业自我效能感存在显著性差异,即学优生的学业自我效能感显著高于学困生的学业自我效能感。(4)通过采访,可以看出虽然在个别问题上男生和女生持不同的观点,个别学生的自我效能感和英语学业自我效能感并不一定显著正相关,但是总体可以看出,学优生的自我效能感和英语学业自我效能感都高于学困生的自我效能感和英语学业自我效能感。
[Abstract]:There are significant differences in English academic achievement among senior high school students, and the scores of high school English students with excellent English are higher than those with learning difficulties. With the study of self-efficacy, it is found that it is one of the factors that influence high school students' English academic achievement. At the same time, some studies at home and abroad have proved that there is a correlation between students' self-efficacy and academic achievement. The purpose of this paper is to study the relationship between self-efficacy and academic self-efficacy of Chinese senior high school students and underachievers, and their influence on English academic achievement. After reading the relevant literature, the author defines the feelings of self-efficacy, English academic self-efficacy, English students and students with learning difficulties, and puts forward three research questions. In order to answer the questions, this study adopts a quantitative (questionnaire) and a qualitative (interview) study, and analyzes the correlation among students' self-efficacy, English academic self-efficacy and English academic achievement by means of SPSS. 360 students from the first year of senior middle school affiliated to Gannan normal College participated in this study. At the same time, the author ranked the average score of four English tests (secondary, two-month and midterm). Identified 53 English students and 53 students with English learning difficulties. Through two questionnaires, the basic situation of self-efficacy and self-efficacy of students with learning ability and learning difficulties were studied. Finally, the author compiled semi-structured interviews based on two questionnaires, and further understood the situation of the students by interviewing ten excellent English students and ten students with learning difficulties. Through the data analysis and discussion, the following conclusions are drawn: (1) the overall English academic achievement of the students belongs to the medium level, and the scores of boys and girls are equal to those of girls. There are two levels of differentiation between the English academic achievement of the excellent students and the students with learning difficulties. (2) the overall students' sense of self-efficacy and the sense of self-efficacy in English study belong to the middle level. There is a significant positive correlation between students' sense of self-efficacy and their sense of English academic self-efficacy, that is, students with high sense of self-efficacy generally have a high sense of self-efficacy in English learning, and vice versa. There was no significant difference in the level of self-efficacy and academic self-efficacy between boys and girls. However, the sense of self-efficacy and academic self-efficacy of students with learning disabilities is significantly higher than that of students with learning difficulties. (3) students' sense of self-efficacy and their sense of academic self-efficacy in English and English learning are significantly higher than those of students with learning difficulties. A study on the correlation of performance. There is a significant positive correlation between students' self-efficacy and their English academic self-efficacy, that is, the higher the students' self-efficacy and their English academic self-efficacy, the higher their English academic performance, and vice versa. At the same time, compared with the correlation coefficient between students' self-efficacy and their English academic achievement, there is a higher positive correlation between students' academic self-efficacy and their English academic achievement. There are significant differences in academic self-efficacy between students with learning disabilities and those with learning disabilities, that is, the sense of academic self-efficacy of students with learning disabilities is significantly higher than that of students with learning disabilities. (4) through interviews, It can be seen that although boys and girls hold different views on individual issues, individual students' sense of self-efficacy is not necessarily positively correlated with their sense of academic self-efficacy in English, but it can be seen in general. The sense of self-efficacy and academic self-efficacy of students with learning disabilities are higher than those of students with learning difficulties and English academic self-efficacy.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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