高中生英语学习习得性无助与归因关系研究

发布时间：2021-10-11 09:49

　　习得性无助感是指有机体经历了某种学习后,在情感、认知和行为上表现出的消极的、特殊的心理状态。在英语学习中,当学生认为失败不受控制就会产生习得性无助,放弃努力。不是所有经历过不断失败的学生都会习得无助,但他们都将会对失败的原因进行推测。学生对英语学习中的失败以及成功经历的推测与解释行为被称作归因。学生对学习中的成功与失败事件的归因将会减缓或者加重他们的习得性无助。高中生正处于身心发展的重要时期,英语学习普遍存在困难,老师可以引导学生对成功和失败事件的归因。因此,了解高中生英语学习习得性无助感与归因的关系具有重大的意义。在回顾国内外有关习得性无助和归因的一些主要文献后,笔者对某高中125名学生发放了英语习得性无助感调查问卷和英语学习归因问卷旨,在探索以下三个研究问题:（1）高中生习得性无助和归因的现况;（2）高中生习得性无助,归因和学业成就的关系;（3）归因对习得性无助的预测能力。本研究的主要结论如下:（1）高中生英语学习习得性无助感整体上处于较低的水平,学生的无助感倾向并不明显。无助感由高到低依次为情绪无助,行为无助,认知无助和动机无助。高中生英语学习不良归因整体上处于较低的水平,学生的... 

【文章来源】：江西师范大学江西省

【文章页数】：71 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Layout of the Thesis
Chapter2 Literature Review
    2.1 Concept of Learned Helplessness
        2.1.1 Learned Helplessness on Dogs
        2.1.2 Learned Helplessness on Human Being
    2.2 Generation Mechanism of Learned Helplessness
        2.2.1 The Behavior Controlled Theory of Learned Helplessness
        2.2.2 The Attribution Theory of Learned Helplessness
        2.2.3 The Cognitive Theory of Learned Helplessness
        2.2.4 The Goal Theory of Learned Helplessness
    2.3 Previous Studies of Learned Helplessness
        2.3.1 Previous Studies on Learned Helplessness Abroad
        2.3.2 Previous Studies on Learned Helplessness at Home
        2.3.3 Measuring Instruments for Learned Helplessness
    2.4 Concept and Development of Attribution
        2.4.1 Concept of Attribution
        2.4.2 Development of Attribution Theory
            2.4.2.1 Fritz Heider’s Attribution Theory
            2.4.2.2 Rotter’s Attribution Theory
            2.4.2.3 Weiner’s Attribution Theory
    2.5 Previous Studies on Attribution
        2.5.1 Previous Studies on Attribution Abroad
        2.5.2 Previous Studies on Attribution at Home
Chapter3 Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Learned Helplessness Scale
        3.3.2 Attribution Scale
        3.3.3 Interview
        3.3.4 Tests
    3.4 Research Procedures
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter4 Results Discussion
    4.1 Status Quo of Learned Helplessness
        4.1.1 The Overall Characteristics of Learned Helplessness
        4.1.2 Detailed Analysis of the Four Dimension
    4.2 Status Quo of Attribution
        4.2.1 The Overall Characteristics of Attribution
        4.2.2 Detailed Analysis of the Attribution on Success and Failure in English Learning
    4.3 Relationship among Learned Helplessness,Attribution and Academic Achievement
        4.3.1 Relationship between Learned Helplessness and Academic Achievement
        4.3.2 Relationship between Attribution and Academic Achievement
        4.3.3 Relationship between Learned Helplessness and Attribution
    4.4 Discussion about Semi-structured Interview
        4.4.1 Participants of the semi-structured Interview
        4.4.2 Results of the semi-structured Interviews
Chapter5 Conclusion
    5.1 Major Findings of the Study
    5.2 Pedagogical Implications of the Study
    5.3 Limitations and Further Suggestions
Bibliography
Appendix
Acknowledgements


【参考文献】：
期刊论文
[1]习得性无助归因方式与学习倦怠的关系[J]. 徐爽,张乾宁子,吴锐.  中国学校卫生. 2018(04)
[2]习得性无助感与高中生英语学习[J]. 朱诗敏.  考试与评价. 2013(07)
[3]数学学习中习得性无助感的影响因素研究[J]. 皮磊.  数学教育学报. 2008(04)
[4]习得性无助感研究及其对教育的启示[J]. 蒋艳菊,彭雅静.  心理研究. 2008(04)
[5]大学生英语学习习得性无助探析[J]. 韩丕国.  菏泽学院学报. 2008(03)
[6]习得无助理论模型的演变与争议[J]. 曹新美,郭德俊.  心理学探新. 2005(02)
[7]运用归因理论研究非英语专业学生英语学习行为[J]. 李昌真.  外语界. 2004(06)
[8]优秀生外语学习归因特点分析[J]. 施翠芳.  大理学院学报. 2004(04)
[9]归因理论在研究非英语专业学生英语学习行为中的应用[J]. 李昌真.  教育与职业. 2004(18)
[10]习得无助感理论发展研究的简评[J]. 刘志军,钟毅平.  心理科学. 2003(02)

硕士论文
[1]初中生英语习得性无助与学习焦虑的关系及干预研究[D]. 昝亚利.内蒙古师范大学 2016
[2]非英语专业大学生习得性无助感、归因方式与英语成绩的关系研究[D]. 徐升.湖北大学 2015
[3]高职生英语学习自我效能感、归因方式与英语成绩关系的研究[D]. 罗惠卿.广州大学 2012
[4]大学生归因方式、自尊与习得性无助感的关系研究[D]. 张慧杰.哈尔滨工程大学 2011
[5]高中生英语学习习得性无助感研究[D]. 朱诗敏.西南大学 2009



本文编号：3430273