非英语专业大学生英语学习成就动机及成败归因研究

发布时间：2018-06-10 20:44

本文选题：非英语专业大学生 + 英语学习　；参考：《成都理工大学》2017年硕士论文

【摘要】：影响大学生英语学习的因素主要分为两大类:智力因素与非智力因素。心理学研究表明:非智力因素对于大学生的英语学习起着引导、控制和调节等重要作用。其中,个人成就动机与自我成败归因显得尤为重要。以往针对英语学习的研究较少涉及大学生成就动机与成败归因四个要素,即努力、能力、情境和运气之间的关系。本研究通过对非英语专业大学生在英语学习中的成就动机和成败自我归因情况的分析,总结出非英语专业大学生成就动机与成败自我归因的现状,并且尝试找出成就动机与成败归因四要素之间存在的关联。本研究主要分为两大部分:理论综述与实证研究。理论综述阐述了成就动机与归因的概念、分类、测量方法及国内外相关研究等;实证研究采用两份调查问卷:成就动机调查问卷与成败归因调查问卷。作者尝试回答以下问题:(1)非英语专业大学生英语学习成就动机的现状如何?(2)非英语专业大学生如何归因自己英语学习的成功与失败?(3)非英语专业大学生英语学习成就动机与其成败归因有何联系?本研究通过对成都理工大学非英语专业242名学生(来自三个不同学院)进行问卷调查与分析,得出以下结论:(1)非英语专业大学生总体成就动机水平较高,其中追求成功的动机远远大于避免失败的动机。其性别、学科、学习年限的不同导致其在成就动机上存在一定差异,但差异不显著;(2)非英语专业大学生总体归因方式趋向积极归因。性别、专业与学习年限不同的学生归因方式相似;(3)成败归因的四个要素(“能力”、“努力”、“情境”及“运气”)与成就动机的关系如下:总体回归分析发现非英语专业大学生归因中“努力”因素与其成就动机成正相关,“能力”、“情景”及“运气”因素与其成就动机成负相关,但相关性均不显著。子项回归分析发现:不同性别、学科、学习年限学生的归因与其成就动机间存在相关性,但在相关度上存在差异。基于本研究的结论,作者就如何强化非英语专业大学生英语学习的成就动机与引导其积极归因对学生与教师分别提出了建议。
[Abstract]:The factors influencing college students' English learning are divided into two categories: intelligence factors and non-intelligence factors. Psychological research shows that non-intelligence factors play an important role in guiding, controlling and regulating English learning of college students. Among them, individual achievement motive and self-success attribution appear to be particularly important. Previous studies on English learning rarely involved the relationship between achievement motivation and attribution of success or failure, that is, effort, ability, situation and luck. Through the analysis of the achievement motivation and the success or failure self-attribution of non-English majors in English learning, the present situation of achievement motivation and success self-attribution of non-English majors is summarized. And try to find out the relationship between achievement motivation and success attribution. This research is mainly divided into two parts: theoretical review and empirical research. The theoretical review describes the concepts, classification, measurement methods and related studies at home and abroad of achievement motivation and attribution; the empirical study adopts two questionnaires: achievement motivation questionnaire and success or failure attribution questionnaire. The author tries to answer the following question: (1) what is the present situation of English learning achievement motivation of non-English majors? (2) how do non-English majors attribute their success and failure in English learning? What is the relationship between achievement motivation and its success or failure attribution? Based on a questionnaire survey and analysis of 242 non-English major students (from three different colleges) of Chengdu University of Technology, this study draws the following conclusion: 1) the overall achievement motivation level of non-English majors is higher than that of non-English majors. The motivation for success is far greater than that for avoiding failure. The differences of gender, discipline and years of study lead to some differences in achievement motivation, but the difference is not significant. 2) the overall attribution style of non-English majors tends to positive attribution. Gender, students with different major years and students with different years of study are similar to each other in their attribution style. (3) the four elements of success or failure attribution ("ability", "effort", The relationship between "situation" and "luck" and achievement motivation was as follows: the overall regression analysis showed that the factors of "effort" in the attribution of non-English majors were positively related to their achievement motivation, and "ability". Both situational factors and luck factors were negatively correlated with their achievement motivation, but the correlation was not significant. Subitem regression analysis showed that the attribution of students with different gender, subject and study years was correlated with their achievement motivation, but the correlation degree was different. Based on the conclusion of the present study, the author makes some suggestions to the students and teachers on how to strengthen the achievement motivation and guide the positive attribution of non-English majors' English learning.
【学位授予单位】：成都理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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