“内初班”学生英语学业情绪、自我效能感与课堂环境的关系研究

发布时间：2018-03-22 08:04

本文选题：“内初班”　切入点：英语　出处：《石河子大学》2017年硕士论文　论文类型：学位论文

【摘要】：英语学业情绪是学生在英语学习时所体验的各种情绪,包括积极高唤醒、积极低唤醒、消极高唤醒和消极低唤醒四种情绪。本研究以Pekrun等人提出的“控制—价值理论”为理论基础,以新疆某市840名“内初班”学生为研究对象,以《中学生英语学业情绪量表》、《中学生英语学习自我效能感量表》和《中学生英语课堂环境量表》为研究工具进行调查研究,旨在探求新疆“内初班”学生英语学业情绪、自我效能感与课堂环境的关系,为提高“内初班”英语教与学的水平提供新思路。研究结论如下:(1)“内初班”学生在英语学习中体验到较多的积极高唤醒情绪、积极低唤醒情绪和消极高唤醒情绪,且体验到的积极情绪大于消极情绪;有较高的英语学习自我效能感;感知到的课堂环境较好。(2)在性别方面,男生体验到的“积极高唤醒情绪”显著多于女生,但在英语学习自我效能感各个维度和课堂环境各个维度得分显著低于女生。生活区域上,北疆学生在“积极高唤醒情绪”、“课程应对感”和“合作”维度上的得分显著大于南疆;南疆学生在“消极高唤醒情绪”和“教师支持”维度得分显著大于北疆。在年级上,低年级学生的积极情绪得分显著高于高年级学生,消极情绪显著低于高年级学生;英语学习自我效能感会随着年级的增加先降低后升高,各年级的自我效能感之间有显著的差异;学生在“教师支持”和“合作”两个维度上得分随着年级的增高而显著增加。在民族上,积极高唤醒情绪、目标自信感和课程应对感在不同民族学生的得分上有显著差异,得分顺序从高到低依次为汉族、回族、哈萨克族、维吾尔族和柯尔克孜族。(3)“内初班”学生积极的英语学业情绪与英语学习自我效能感呈显著的正相关关系,消极的学业情绪与自我效能感呈显著的负相关关系;积极的英语学业情绪和英语课堂环境各维度之间呈显著的正相关关系,消极情绪与课堂环境各维度呈显著的负相关关系。英语学习自我效能感与英语课堂环境的“学生亲和”维度关系不显著,与英语课堂环境的其他四个维度之间呈显著的相关关系。(4)“内初班”学生英语学习自我效能感在课堂环境和积极学业情绪之间起部分中介作用。(5)“内初班”学生英语学习自我效能感在课堂环境和消极学业情绪之间起完全中介作用。根据研究结果,为提高“内初班”学生英语学习提出以下建议:(1)优化英语教学方法,兼顾不同进度学生;(2)改善英语学习策略,提高英语学习效率;(3)加强心理健康教育,完善心理预警体制。
[Abstract]:English academic emotion is a variety of emotions experienced by students in English learning, including positive high arousal, positive low arousal. This study is based on the theory of "control-value theory" put forward by Pekrun et al, and takes 840 "initial class" students in a certain city of Xinjiang as the object of study, and the four emotions of negative high arousal and negative low-arousal arousal are four kinds of emotion. The English academic emotion scale for middle school students, the Self-efficacy scale for Middle School students' English Learning and the English classroom Environment scale for Middle School students were used to investigate the students' English academic emotions in Xinjiang. The relationship between self-efficacy and classroom environment provides a new way to improve the level of English teaching and learning in the first class. The conclusions are as follows: (1) students in the first class experience more positive and arousal emotions in English learning. The positive low arousal emotion and the negative high arousal emotion, and the experience positive emotion is bigger than the negative emotion; has the higher English study self-efficacy sense; perceives the classroom environment to be better. Male students experienced significantly more "positive high-arousal emotions" than girls, but the scores of each dimension of English learning self-efficacy and classroom environment were significantly lower than that of female students. The scores of students in Northern Xinjiang on the dimensions of "positive high arousal emotion", "curriculum coping sense" and "cooperation" were significantly higher than those in southern Xinjiang, and the scores of students in "negative high arousal emotion" and "teacher support" in south Xinjiang were significantly higher than those in Northern Xinjiang. The scores of positive emotion and negative emotion of the junior students were significantly higher than those of the senior students, while the negative emotions were significantly lower than those of the senior students, and the sense of self-efficacy in English learning decreased first and then increased with the increase of grade. The scores of students in the dimensions of "teacher support" and "cooperation" increased with the increase of grade. There were significant differences in scores between students of different nationalities in terms of goal self-confidence and curriculum coping. The order of scores from high to low was Han, Hui and Kazak. Uygur and Kirgiz students' positive English academic emotion was positively correlated with English learning self-efficacy, and negative academic emotion was negatively correlated with self-efficacy. There is a significant positive correlation between positive English academic emotion and each dimension of English classroom environment. Negative emotion has a significant negative correlation with each dimension of classroom environment, but there is no significant relationship between English learning self-efficacy and "student affinity" in English classroom environment. There is a significant correlation with the other four dimensions of English classroom environment.) the "first class" students' self-efficacy in English learning plays a part of intermediary role between classroom environment and positive academic emotion. Learning self-efficacy plays a full role in mediating between classroom environment and negative academic emotions. According to the results of the study, In order to improve the students' English learning in the first class, the following suggestions are put forward: 1) to optimize English teaching methods, 2) to improve English learning strategies, 3) to strengthen mental health education and to perfect the psychological early warning system.
【学位授予单位】：石河子大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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