初中生自我效能感与英语成绩相关性调查研究

发布时间：2018-04-25 10:31

本文选题：英语学习成绩 + 英语自我效能感　；参考：《山东师范大学》2017年硕士论文

【摘要】：初中是人们学习生涯中一个重要阶段,它既拓展了之前所学知识,又为之后学习打好了根基。英语作为关键性课程之一,其重要程度更是显而易见。但由于英汉本身的巨大差异,再加上我们以汉语为母语,平时交流很少使用英语,这导致了很多初中生英语成绩较低。因此,该如何才能提高初中生英语学业成绩成为一个大家普遍关心的问题。在传统观念里,人们思考如何提高英语成绩,更多关注的是学习行为方面的原因,比如认真听讲,认真复习,但他们忽视了非智力因素,英语学习自我效能感。很多初中生英语学习差,会导致其英语学习自我效能感的减弱;而效能感的降低又会反过来降低学习动力,导致英语成绩差,由此形成恶性循环。所以,要想提高初中生英语成绩,不仅要关注英语学习策略,更需重视英语学习自我效能感的提高。自我效能感这个概念是班杜拉于1977年首次提出的,指个体对自己是否有能力去完成某项活动的自信度的评价和主观判断,对个体的行为有重要的预测作用(班杜拉,1977)。自我效能感理论指出,个体往往会对自己行为结果产生期望,这会推动个体更加积极主动的参与到活动中去。本论文正是建立在社会学习理论,人本主义理论及归因理论的基础上,以济南某中学初中生为研究对象,以英语学习自我效能感调查问卷为研究工具进行调查研究。并通过借助SPSS,运用描述性分析,独立样本T检验,相关性分析等对数据进行分析,分别从不同年级、性别的角度阐述了英语学习自我效能感与英语成绩之间的相关性关系。通过从性别、年龄两个不同角度的探讨研究,以期可以有效的提高初中生的英语成绩并为初中英语教学提供一些理论参考和依据。通过对调查数据的讨论,得出以下结论:首先从性别角度上来看,初中生英语学习自我效能感并没有呈现明显差异;其次在年级角度上,初中生英语学习自我效能感存在显著性差异,并随着年级增长,依次下降;再者初中生英语学习自我效能感与英语成绩之间存在显著正相关。针对本次研究结论,提出了通过归因训练,引导进行正确成败归因、榜样示范、进行合理的学习策略训练等建议,希望提高初中生英语学习自我效能感,进而提高其英语成绩。同时,也指出了本研究的需要改进的地方,为后续研究提出一些参考性意见。
[Abstract]:Junior middle school is an important stage in people's learning life. It not only expands the knowledge learned before, but also lays a good foundation for later learning. As one of the key courses, the importance of English is even more obvious. However, due to the great differences between English and Chinese and the fact that we use Chinese as our mother tongue, we seldom use English in our communication, which results in a lot of junior high school students' English proficiency being low. Therefore, how to improve junior high school students' English academic achievement has become a common concern. In the traditional view, people think about how to improve their English performance, and pay more attention to the reasons of learning behavior, such as listening carefully and reviewing carefully, but they ignore the non-intelligence factors and the sense of self-efficacy in English learning. Many junior high school students' poor English learning will lead to the weakening of their sense of self-efficacy in English learning, and the decrease of their sense of efficacy will in turn reduce their learning motivation and lead to poor English performance, thus forming a vicious circle. Therefore, in order to improve junior high school students' English achievement, we should not only pay attention to English learning strategies, but also pay more attention to the improvement of English learning self-efficacy. The concept of self-efficacy was first put forward by Bandura in 1977. It refers to the evaluation and subjective judgment of an individual's confidence in whether he has the ability to accomplish a certain activity. It plays an important role in predicting the individual's behavior (Bandura 1977). Self-efficacy theory points out that individuals tend to expect the results of their own behavior, which will encourage individuals to participate in the activities more actively. This thesis is based on social learning theory, humanism theory and attribution theory, taking a junior high school student in Jinan as the research object, and using the questionnaire of English learning self-efficacy as the research tool. With the help of SPSS, descriptive analysis, independent sample T test, correlation analysis and so on, this paper analyzes the correlation between English learning self-efficacy and English achievement from the perspective of different grades and gender. Through the study from two different angles of gender and age, this paper hopes to improve junior high school students' English achievement effectively and provide some theoretical reference and basis for junior high school English teaching. Through the discussion of the survey data, the following conclusions are drawn: first, from the gender perspective, there is no significant difference in English learning self-efficacy of junior high school students; secondly, from the grade perspective, the English learning self-efficacy of junior high school students is not significantly different. There are significant differences in English learning self-efficacy among junior high school students, and it decreases with the increase of grade. Furthermore, there is a significant positive correlation between English learning self-efficacy and English achievement of junior high school students. In view of the conclusion of this study, the author puts forward some suggestions such as correct attribution, model demonstration and reasonable learning strategy training through attribution training, so as to improve junior high school students' sense of self-efficacy in English learning and further improve their English achievement. At the same time, it also points out the need for improvement in this study, and puts forward some suggestions for further study.
【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】：G633.41

【参考文献】