小学生英语学习自我效能感、英语学业情绪与英语学习成绩的相关研究

发布时间：2018-04-04 00:42

本文选题：小学生　切入点：英语学业情绪　出处：《山东师范大学》2017年硕士论文

【摘要】：作为语言学习的重要影响因素之一,英语学习自我效能感早在上世纪70年代起便成为中西方学者关注的焦点。英语学业情绪这一话题自上世纪90年代以来也得到国内外研究者的极大的关注。通过分析以往的研究,笔者发现研究者对学习自我效能感的研究相对较多,但关于小学生的英语学习自我效能感的研究却比较少。学业情绪是近年来一个比较新的话题,小学生学业情绪的相关研究可谓罕见。本研究旨在探讨小学生的英语学习自我效能感、英语学业情绪与他们的英语学业成绩之间的相关关系,但在文献检索中笔者并没有发现关于小学生的三者的相关研究。本研究的目的在于探讨三者之间的相关性,旨在为学校和教师提供一定的管理和教学的建议,以期提高小学生英语学习成绩。笔者也希望通过此研究能为提高小学英语教学质量、改善学困现象贡献自己的微薄之力。本研究四个主要的研究问题是:(1)小学生英语学习自我效能感以及英语学业情绪在不同性别、年级和英语学习水平上是否存在显著差异?(2)小学生英语学习自我效能感、英语学习情绪与英语学习成绩之间是否存在相关性?(3)小学生英语学习自我效能感和英语学业情绪的特定维度是否能预测其英语学习成绩?(4)英语学习自我效能感是否在小学生英语学业情绪和英语学业成绩中起中介作用?笔者选取了山东淄博市皇冠小学291名3年级至5年级的学生作为被试。通过问卷调查,笔者了解到被调查的小学生的英语学习自我效能感、英语学业情绪与他们的英语学业成绩的基本情况。然后,本研究采用SPSS 17.0对调查问卷得到的数据进行分析。本研究的主要发现如下:(1)(1)关于小学生英语学习效能感的总体水平及其在性别、年级、学习水平上的差异,研究结果表明:被调查的小学生具有较高的英语学习自我效能感;女生自我效能感显著高于男生,男生和女生的自我效能感存在极显著差异;不同年级小学生英语学习自我效能感差异极显著,小学生英语学习自我效能感随着年级升高而下降;高分组学生的英语学习自我效能感得分显著高于低分组。(2)关于小学生英语学业情绪的总体水平及其在性别、年级、学习水平上的差异,研究结果表明:被调查的小学生在学习英语时体会较多的积极学习情绪和较少的消极学习情绪;除了积极的高唤醒情绪以外,小学生的其它三种学业情绪在性别上没有达到显著水平;本研究调查的小学生在四种学业情绪上均存在年级差异,同时四年级是学业情绪发展的转折点,学生的学业情绪在此时发生显著变化;高分组的学生与低分组学生的学业情绪具有显著差异。(2)英语学习自我效能感、英语学业情绪和英语学习成绩的相关分析结果表明:英语学习的总体自我效能感及其三个维度与积极高唤醒和积极低唤醒的学业情绪呈显著正相关,与消极高唤醒和消极低唤醒的学业情绪呈显著负相关;英语学习自我效能感与英语学业成绩与呈显著正相关;学业情绪的四个维度与学业成绩存在显著相关。(3)回归分析结果显示自我效能感和学业情绪对学业成绩有显著的预测作用,因此自我效能感和学业情绪是学业成绩的良好预测因子。(4)英语学业情绪在英语自我效能感与英语学业成绩之间起部分中介作用。在上述研究的基础上,作者为学校和教师提出了一些建议,以期指导小学生提高他们的英语学习自我效能感并发展积极的英语学习情绪,从而提高他们的英语学习成绩。最后,作者提出了本研究的局限性,并提出了进一步研究的建议。
[Abstract]:One of the most important factors in language learning, English learning self-efficacy has become the focus of attention of western scholars in the early 70s. The topic of English academic emotions since the last century since 90s has been the domestic and foreign researchers paid great attention to. Through the analysis of the previous research, the author found that the Research on learning self efficacy is relatively more, but on the students' English learning self-efficacy research is relatively few. Academic emotion is a relatively new topic, the related research is pupils' academic emotions rare. This study aims to explore the students' English learning self-efficacy, the relationship between English academic emotions and their English academic achievement, but the research about three pupils were not found in the literature retrieval. The purpose of this study is to investigate The correlation between the three, in order to provide some suggestions for the teaching and management of schools and teachers, in order to improve the students' English learning achievement. The author also hopes that this research can improve the quality of English Teaching in primary school, improve with learning difficulties phenomenon of their modest. In this study, four main research questions are: (1) primary school students English learning self-efficacy and English academic emotions in different gender, grade and whether there are significant differences in English learning level? (2) primary school students English learning self-efficacy, English learning emotion and learning English if there is a correlation between achievement? (3) primary school students English learning self-efficacy and specific dimensions of English academic emotions can predict their achievements in English? (4) English learning self-efficacy in students English academic emotions and academic achievement in mediating the author? The Shandong Zibo City crown 291 primary school grade 3 to grade 5 students as the subjects. Through the questionnaire survey, the author learned survey of pupils' English learning self-efficacy, basic English academic emotions and their English achievement. Then, this study analyzed using questionnaire on SPSS 17 the data. The major findings of this study are as follows: (1) (1) on the overall level of primary school students English learning self-efficacy and learning differences in gender, grade, level, research results show that the surveyed students with higher English learning self-efficacy; self-efficacy of girls was significantly higher than that of boys, boys and the girls' self-efficacy had significant differences in different grades; students English learning self-efficacy significantly, students English learning self-efficacy decreased with increasing grade; The high score students' English learning self-efficacy scores were significantly higher than the low group. (2) the overall level of primary school students' English academic emotions and learning differences in gender, grade, level, research results show that the surveyed students in learning English experience more positive learning emotions and less negative emotions in learning; besides the positive high arousal emotions, pupils of other three kinds of academic emotions in gender did not reach the significant level; the investigation of pupils in four kinds of academic emotions are grade differences, while four year is a turning point in the development of students' academic emotions, academic emotions significantly changed at this time; students with significant difference the high score and low score students of academic emotions. (2) English learning self-efficacy, correlation analysis of English academic emotions and English learning achievements. The results showed that: English Learning the general self-efficacy and the three dimensions and positive high arousal and positive low arousal academic emotions were positively correlated, negatively correlated with negative high arousal and negative low arousal academic emotions; English learning self-efficacy and English academic achievement and positively correlated; there was significant correlation with the four dimensions the academic achievement of academic emotions. (3) the results of regression analysis showed that self-efficacy and academic emotion have significant predictive effect on academic achievement, therefore, self-efficacy and academic emotion is a good predictor of academic achievement. (4) the part of the intermediary role between English academic emotions in English self-efficacy and English learning achievements. On the basis of the above research, the author put forward some suggestions for schools and teachers, to guide students to improve their English learning self-efficacy and positive development of English learning In the end, the author puts forward the limitations of this study and puts forward some suggestions for further research.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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