高中生英语阅读自我效能感和归因方式与其英语阅读成绩的相关性研究

发布时间：2018-04-23 16:14

本文选题：高中生 + 英语阅读自我效能感　；参考：《山西师范大学》2017年硕士论文

【摘要】：阅读在外语学习中起着至关重要的作用。因为阅读不仅可以增强学生知识的储量,而且可以提升他们的学习能力。卡雷尔(1998)认为,在外语学习中,阅读和听、说、写相比较是最重要的技能。本文旨在探究英语阅读自我效能、阅读归因方式与阅读成绩的关系。英语阅读自我效能感指的是个体在开始某一阅读任务前,对自己是否能够完成这一任务的主观判断。它体现了个体对自己是否有能力完成某项阅读任务的自信程度。阅读自我归因指的是个体在完成某项阅读任务后,对造成这一阅读结果的原因的解释。它旨在寻找成功或者失败的原因,以便在以后的阅读中取得更好地成绩。因为学生的英语阅读自我效能感、归因方式可能会影响他们的阅读成绩,所以本研究以忻州市宁武县宁武高级中学的786名学生为研究对象,用问卷调查法调查了他们的英语自我效能感和归因方式,并将搜集的数据借助SPSS(21.0),运用描述统计、独立样本T检验、相关分析、方差分析和多元回归分析,予以整合分析。分析结果显示:1)大多数高中生的英语阅读自我效能感较低。学生的英语阅读自我效能感在不同性别和年级中存在显著差异。在阅读效能感的六个维度中,女生的自信感和阅读计划意识高于男生,高二学生的阅读能力感和抗环境干扰能力高于高三学生。学生的阅读归因方式存在性别差异。和男生想比,女生更倾向于将她们的阅读成绩归因于阅读能力。而学生的阅读归因方式不存在年级差异。2)学生的阅读自我效能感与英语阅读成绩之间存在显著的正相关,而且前者对后者有预测作用。英语阅读成绩高的学生的阅读自我效能感比较高,而阅读成绩低的学生的阅读自我效能感较低。3)学生的归因方式和阅读成绩存在相关性。阅读成绩高的学生倾向于将其成绩归因于阅读能力、阅读策略以及教师的影响,而阅读成绩低的学生更倾向于将其成绩归因于努力程度。4)学生的阅读自我效能感与归因方式也存在相关性。在阅读自我效能感的六个维度中,阅读能力感高的学生倾向于将他们的阅读成绩归因于阅读能力、教师的影响、幸运程度、阅读策略和努力程度。阅读控制感高的学生喜欢归因于阅读能力、教师影响、幸运程度和阅读策略。阅读受益感强的学生倾向归因于教师影响、阅读策略和努力程度。自信感高的学生喜欢归因于阅读能力、教师影响、幸运程度、阅读策略和阅读兴趣。阅读计划意识强的学生倾向归因于阅读策略和努力程度。抗环境干扰能力强的学生喜欢归因于其能力。根据上述研究结果,本文作者提出了一些提高学生自我效能感和引导学生积极归因的方法,以期能提高学生的英语阅读成绩。
[Abstract]:Reading plays an important role in foreign language learning. Reading not only enhances students' reserves of knowledge, but also improves their learning ability. In foreign language learning, reading and listening and speaking are the most important skills. The purpose of this paper is to explore the relationship between English reading self-efficacy, reading attribution style and reading achievement. English reading self-efficacy refers to an individual's subjective judgment on whether he or she can accomplish a reading task before starting it. It reflects an individual's confidence in whether he or she is capable of completing a reading task. Reading self-attribution refers to an individual's explanation of the cause of reading after completing a reading task. It aims to find out the reasons for success or failure in order to achieve better results in later reading. Because of students' sense of self-efficacy in English reading, attribution style may affect their reading achievement. Therefore, 786 students from Ningwu Senior Middle School in Ningwu County, Xinzhou City, are the subjects of this study. A questionnaire survey was conducted to investigate their English self-efficacy and attribution style, and the collected data were analyzed with the help of SPSS21.0, descriptive statistics, independent sample T test, correlation analysis, variance analysis and multivariate regression analysis. The results show that most high school students have a low sense of self-efficacy in English reading. There are significant differences in English reading self-efficacy among different genders and grades. In the six dimensions of reading efficacy, the female students' sense of self-confidence and reading plan awareness is higher than that of the boys, and the reading ability and the ability of resisting environmental interference of the sophomore students are higher than those of the senior three students. There are gender differences in students' reading attribution styles. Girls are more likely than boys to attribute their reading scores to reading ability. However, there is no grade difference. 2) there is a significant positive correlation between students' sense of self-efficacy and English reading achievement, and the former has a predictive effect on the latter. Students with high English reading scores had a higher sense of self-efficacy in reading, while students with low reading scores had a lower sense of self-efficacy in reading. 3) there was a correlation between attribution style and reading achievement. Students with high reading scores tended to attribute their scores to reading ability, reading strategies, and teachers' influence. Students with low reading scores were more likely to attribute their reading scores to the degree of effort. 4) there was also a correlation between the students' sense of self-efficacy in reading and the way of attribution. Among the six dimensions of reading self-efficacy, students with high reading ability tend to attribute their reading achievement to reading ability, teachers' influence, luck, reading strategy and effort. Students with a high sense of control in reading tend to be ascribed to reading ability, teacher influence, luck and reading strategies. Students with a strong sense of learning in reading tend to be attributed to teachers' influence, reading strategies and degree of effort. Self-confident students like to be attributed to reading ability, teachers' influence, luck, reading strategies and reading interests. Students with a strong sense of reading plan tend to be attributed to reading strategies and efforts. Students with strong ability to resist environmental interference like to be attributed to their ability. Based on the above findings, the author puts forward some methods to improve students' self-efficacy and to guide students' positive attribution in order to improve students' English reading scores.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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