非英语专业硕士研究生英语自主学习能力与英语自我效能感的关系研究

发布时间：2024-04-12 04:52

　　科学技术的迅猛发展,终身教育和终身学习体系的构筑需要人们的自主学习。美国心理学家班杜拉认为,自我效能感是影响学生自主学习能力的一个关键因素。统计发现,国内外许多研究者都致力于研究学生的自我效能感与自主学习能力之间的关系,但国外研究者的研究对象多为中学生和高中生。国内研究者的研究对象涉及范围比较广,但极少以非英语专业硕士研究生为研究对象。因此本文以非英语专业研究生为研究对象,以学习动机策略问卷为基础,设计了非英语专业硕士研究生英语自主学习能力调查问卷,致力于研究非英语专业硕士研究生英语自主学习能力与自我效能感的关系。本文随机选取200名来自新疆大学的学生和4名来自新疆大学的教师,采用问卷和访谈的方法对以下问题进行研究:(1)非英语专业硕士研究生英语自主学习能力与英语自我效能感的总体状况如何?(2)非英语专业硕士研究生英语自我效能感与自主学习能力之间是否存在相关关系?如果有,是正相关还是负相关?(3)非英语专业硕士研究生英语自我效能感与英语自主学习能力之间是否存在因果关系?影响程度如何?笔者使用SPSS.19.0来对数据进行分析整理,研究结果表明:(1)非英语专业硕士研究生英语自主学习能力...

【文章页数】：99 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Abbreviations of Key Terms
Chapter1 Introduction
    1.1 Research Background
    1.2 Purposes of the Thesis
    1.3 Significance of the Thesis
    1.4 Organization of the Thesis
Chapter2 Literature Review
    2.1 English Autonomous Learning Ability
        2.1.1 The Definitions and Framework of English Autonomous Learning Ability
        2.1.2 Theoretical Basis of EALA
        2.1.3 Factors Influencing Autonomous Learning Ability
        2.1.4 Measuring Instruments of Autonomous Learning Ability
    2.2 English Self-efficacy
        2.2.1 The Definitions and Framework of Self-efficacy
        2.2.2 Factors Influencing Self-efficacy
        2.2.3 Measuring Instruments of Self-efficacy
    2.3 The Relationship between Self-efficacy and Autonomous Learning Ability
        2.3.1 Self-efficacy and Learning Motivation
        2.3.2 Self-efficacy and Learning Strategy
    2.4 Foreign Researches on the Relationship between Autonomous Learning Ability andSelf-efficacy
    2.5 Domestic Researches on the Relationship between Autonomous Learning Ability andSelf-efficacy
    2.6 Research Gap
Chapter3 Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Interviews for Teachers and Students
    3.4 Data Collection Procedures
Chapter4 Results and Discussion
    4.1 Descriptive Statistics of EALA and English Self-efficacy
        4.1.1 Descriptive Statistics of EALA
        4.1.2 Descriptive Statistics of English Self-efficacy
    4.2 Correlation Analysis of EALA and English Self-efficacy
        4.2.1 Correlation Analysis between EALA and English Self-efficacy
        4.2.2 Correlation Analysis between Learning Motivation and English Self-efficacy
        4.2.3 Correlation Analysis between Learning Strategy and English Self-efficacy
    4.3 Regression Analysis of EALA and English Self-efficacy
        4.3.1 Regression Analysis between English Self-efficacy and EALA
        4.3.2 Regression Analysis between English Self-efficacy and Learning Motivation
        4.3.3 Regression Analysis between English Self-efficacy and Learning Strategy
    4.4 Interviews
        4.4.1 Teachers Interviews
        4.4.2 Students Interviews
    4.5 Discussion
        4.5.1 Overall Situations of NEMPs’EALA and English Self-efficacy
        4.5.2 Correlation Analysis of NEMPs’EALA and English Self-efficacy
        4.5.3 Regression Analysis of NEMPs’EALA and English Self-efficacy
Chapter5 Conclusion
    5.1 Research Findings
    5.2 Implications
        5.2.1 Implications for Teachers
        5.2.2 Implications for Students
    5.3 Limitations and Suggestions
Bibliography
Appendix I
Appendix II
Appendix III
Appendix IV
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Acknowledgments



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