高中生英语学习自我效能感的影响因素研究
发布时间：2020-12-13 04:46
在自我效能感领域,国内外研究者进行了大量的研究,取得了一定的成果。但在这些研究中,针对二语习得者的自我效能感、自我效能感的来源的研究比较有限。本研究的目的是通过调查高中生英语自我效能感的整体水平、高中生英语自我效能感的来源以及高中生英语自我效能感与英语自我效能感来源之间的关系,找出提升学生英语自我效能感的有效策略,提高学生的英语自我效能感。本研究研究对象为山东省德州市某中学的164名高二年级学生。研究使用英语自我效能感问卷(QESE)和英语自我效能感来源衡量问卷(QMELSES)进行测量。研究发现,学生的英语自我效能感、听力自我效能感、口语自我效能感、阅读自我效能感和写作自我效能感均处在中等水平。掌握经验是高中生英语自我效能感的最重要来源,其次是言语劝说、替代性经验、以及生理或情绪状态。在掌握经验的影响因素中,英语考试成绩影响最大。在替代经验的影响因素中,自我的成功示范影响最大。在言语劝说的影响因素中,对学生能力的肯定影响最大。在生理或情绪状态的影响因素中,学生被迫学习的影响最大。男女生的英语自我效能感和英语自我效能感来源均无显著性差异。对高学业成绩的学生和低学业成绩的学生而言,他们在...
【文章来源】：中央民族大学北京市 211工程院校 985工程院校
【文章页数】：93 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Introduction
Background
Purpose
Chapter One Literature Review
1.1 Definition and Description of Self-efficacy
1.2 Measuring Self-efficacy
1.3 Measuring Sources of Self-efficacy
1.4 Self-efficacy and Academic Achievement
Chapter Two Theoretical Framework
2.1 Social Cognitive Theory
2.2 Affective Filter Hypothesis
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Instruments
3.3.1 Questionnaire of English Self-efficacy （QESE） scale
3.3.2 Questionnaire for Measuring EFL learners' Self-efficacy Sources
3.3.3 English Examinations
3.4 Research Procedures
3.4.1 Pre-test
3.4.2 Implementation Phase
3.4.3 Data Entry and Analysis
Chapter Four Results and Discussion
4.1 Students'Academic Achievement
4.2 Students'English Self-efficacy
4.3 Sources of Students' English Self-efficacy
4.4 Students' Self-efficacy and Sources of Self-efficacy
4.4.1 Self-efficacy and Mastery Experiences
4.4.2 Self-efficacy and Social Persuasion
4.4.3 Self-efficacy and Vicarious Experiences
4.4.4 Self-efficacy and Physiological or Emotional States
4.5 Difference in Gender
4.5.1 Male and Female Students' Self-efficacy
4.5.2 Sources of Male and Female Students' Self-efficacy
4.6 Difference in Academic Achievement
4.6.1 Self-efficacy of Students with Different Academic Achievements
4.6.2 Sources of Self-efficacy of Students with Different Academic Achievements
Chapter Five Conclusion
5.1 Major Findings
5.2 Suggestions and Limitations
References
Appendix
Acknowledgement
本文编号：2913922
【文章来源】：中央民族大学北京市 211工程院校 985工程院校
【文章页数】：93 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Introduction
Background
Purpose
Chapter One Literature Review
1.1 Definition and Description of Self-efficacy
1.2 Measuring Self-efficacy
1.3 Measuring Sources of Self-efficacy
1.4 Self-efficacy and Academic Achievement
Chapter Two Theoretical Framework
2.1 Social Cognitive Theory
2.2 Affective Filter Hypothesis
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Instruments
3.3.1 Questionnaire of English Self-efficacy （QESE） scale
3.3.2 Questionnaire for Measuring EFL learners' Self-efficacy Sources
3.3.3 English Examinations
3.4 Research Procedures
3.4.1 Pre-test
3.4.2 Implementation Phase
3.4.3 Data Entry and Analysis
Chapter Four Results and Discussion
4.1 Students'Academic Achievement
4.2 Students'English Self-efficacy
4.3 Sources of Students' English Self-efficacy
4.4 Students' Self-efficacy and Sources of Self-efficacy
4.4.1 Self-efficacy and Mastery Experiences
4.4.2 Self-efficacy and Social Persuasion
4.4.3 Self-efficacy and Vicarious Experiences
4.4.4 Self-efficacy and Physiological or Emotional States
4.5 Difference in Gender
4.5.1 Male and Female Students' Self-efficacy
4.5.2 Sources of Male and Female Students' Self-efficacy
4.6 Difference in Academic Achievement
4.6.1 Self-efficacy of Students with Different Academic Achievements
4.6.2 Sources of Self-efficacy of Students with Different Academic Achievements
Chapter Five Conclusion
5.1 Major Findings
5.2 Suggestions and Limitations
References
Appendix
Acknowledgement
本文编号：2913922
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