示范性高中学生英语学习成就动机和归因的相关性研究

发布时间：2024-04-14 07:07

　　在当今中国教育体系中,应试教育仍然是课堂的主旋律。在这种情况下,高中英语课堂教学重在知识点的灌输,忽视了其他方面包括情感因素,尤其是心理健康的培养,导致了高中生多以应付考试作为英语学习的目的,学生们可能没有真正感受到学习英语的成就感,这种现象在示范性高中尤为显著。高中英语课程标准(2017版)明确提出,高中英语课程的总体目标是通过英语学习使学生形成初步的综合语言运用能力,促进心智发展,提高综合人文素养。以此,全面了解高中生的英语学习成就动机以及他们的英语学习成败归因方式具有重要的意义。因为英语学习成就动机的强弱在很大程度上影响着学习者对英语学习的积极性和效率。成败归因又关系到学习者对目前学习结果的看法以及后续学习行为的产生。因此,本文通过调查示范性高中生英语学习成就动机和成败归因的现状,并对两者的相关性进行分析研究,以期为高中英语教学提供一些有效的、具有启发性的建议。本文以Atkinson(1964)的成就动机理论和Weiner(1974)的归因理论为理论基础,采用问卷调查的方法,以来自玉林市第一中学、百色高中和广西师范大学附属中学三所示范性高中的380名高二学生为研究对象。成就动机问...

【文章页数】：87 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Structure of the Study
Chapter 2 Literature Review
    2.1 Description of Achievement Motivation
        2.1.1 Definitions of Achievement Motivation
        2.1.2 Classifications of Achievement Motivation
    2.2 Description of Attribution
        2.2.1 Definitions of Attribution
        2.2.2 Classifications of Attribution
    2.3 Theoretical Foundations of the Study
        2.3.1 Atkinson's Achievement Motivation Theory
        2.3.2 Weiner's Attribution Theory
    2.4 Brief Reviews of Previous Researches on the Correlation Between Achievement Motivation and Attribution
        2.4.1 Relevant Researches on the Correlation Between Achievement Motivation and Attribution Abroad
        2.4.2 Relevant Researches on the Correlation Between Achievement Motivation and Attribution at Home
    2.5 Theoretical Framework of the Present Study
Chapter 3 Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Achievement Motivation Questionnaire
        3.3.2 Attribution Style Questionnaire
        3.3.3 Reliability of the Questionnaires
    3.4 Data Collection
    3.5 Data Analysis
Chapter 4 Results and Discussions
    4.1 Overall Situation of Demonstrative High School Students'Achievement Motivation in English Learning
        4.1.1 Motivation of Pursuing Success
        4.1.2 Motivation of Avoiding Failure
    4.2 Overall Situation of Demonstrative High School Students'Attribution of Success and Failure in Their English Learning
        4.2.1 Attribution of Success
        4.2.2 Attribution of Failure
    4.3 Correlation Between Students' Achievement Motivation and Attribution in English Learning
        4.3.1 Correlation Between Achievement Motivation and Attributing Success to Effort
        4.3.2 Correlation Between Achievement Motivation and Attributing Success to Ability
        4.3.3 Correlation Between Achievement Motivation and Attributing Success to Luck
        4.3.4 Correlation Between Achievement Motivation and Attributing Success to Context
        4.3.5 Correlation Between Achievement Motivation and Attributing Failure to Effort
        4.3.6 Correlation Between Achievement Motivation and Attributing Failure to Ability
        4.3.7 Correlation Between Achievement Motivation and Attributing Failure to Luck
        4.3.8 Correlation Between Achievement Motivation and Attributing Failure to Context
    4.4 Discussion
Chapter 5 Implications
    5.1 Summary of Major Findings
    5.2 Implications
        5.2.1 Implications for Demonstrative High School English Teachers
        5.2.2 Implications for Demonstrative High School Students
Chapter 6 Conclusion
    6.1 Summary of the Present Study
    6.2 Limitations of the Study
    6.3 Suggestions for Future Study
Bibliography
Appendices
Acknowledgements



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