朝鲜族高中生学业自我效能感、汉语学习动机、学习策略与MHK成绩的关系研究

发布时间：2018-05-30 13:24

本文选题：朝鲜族高中生 + 汉语学习动机　；参考：《延边大学》2012年硕士论文

【摘要】：国内外对影响汉语学习的主体因素的研究多是集中在外国留学生身上,而针对影响少数民族个体学习汉语的主体因素的研究成果十分有限,更没有选择朝鲜族个体作为研究对象的。因此本文选取延边朝鲜族高中生作为研究对象,通过实际调查,了解和分析朝鲜族高中生汉语学习动机、学业自我效能感、学习策略的情况及其是否存在性别、专业、成绩高低分组的差异,分析学习动机、学业自我效能感、学习策略直接的关系及其如何对MHK成绩起作用。以此进一步丰富目前二语习得研究领域的研究对象,拓宽二语习得研究的新思路,为朝鲜族汉语的学习和教学效果提供有益参考。本文主要采用了文献法、问卷调查法,并采用定性研究和定量研究相结合的方式,从以下几个方面开展研究：1、朝鲜族高中生的汉语学习动机、学业自我效能感、学习策略的基本情况的调查;2、学习动机、学业自我效能感、学习策略在性别、专业、高低分组间的差异比较；3、分析学习动机、学业自我效能感、学习策略之间的关系；4、影响MHK成绩高低的因素。在抽样调查和深入分析的基础之上,本文得到如下结论： 1、朝鲜族高中生汉语学习动机、学业自我效能感、学习策略在高低分组之间差异显著；学习动机中的融入性动机存在文理班级差异；学习行为自我效能感维度存在性别差异；元认知策略和社会策略存在性别差异,记忆策略存在专业差异。 2、朝鲜族高中生汉语学习动机、学业自我效能感、学习策略和MHK成绩存在显著相关。 3、汉语学习动机、学习策略对MHK成绩具有预测作用。 4、学业自我效能感在融入性汉语学习动机和记忆、认知、补偿、元认知、情感策略间具有正向预测作用。 5、学业自我效能感在工具性汉语学习动机和记忆、认知、元认知策略间具有反向预测作用。 6、学业自我效能感在内部性汉语学习动机和记忆、认知补偿、元认知、情感、社会策略间具有正向预测作用。 7、学业自我效能感在外部性汉语学习动机和记忆、认知补偿、元认知、社会策略间具有正向预测作用。 8、学业自我效能感在成就性汉语学习动机和记忆、补偿、元认知、社会策略间具有正向预测作用。 9、汉语学习动机、汉语学习策略直接影响MHK成绩;学业自我效能感通过学习策略间接影响MHK成绩；学习动机通过学业自我效能感影响学习策略间接影响MHK成绩。
[Abstract]:At home and abroad, most of the studies on the main factors affecting Chinese learning are concentrated on foreign students, but the research results on the main factors affecting the minority individuals learning Chinese are very limited. There is no choice of Korean individual as the object of study. Therefore, this paper selects the Korean high school students in Yanbian as the research object, through the actual investigation, to understand and analyze the Korean senior high school students' Chinese learning motivation, academic self-efficacy, learning strategies and the existence of gender, specialty. This paper analyzes the direct relationship between learning motivation, academic self-efficacy, learning strategies and how to play a role in MHK achievement. In order to further enrich the current research objects in the field of second language acquisition, broaden the new ideas of second language acquisition research, and provide a useful reference for Korean Chinese learning and teaching results. This article mainly adopts the literature method, the questionnaire survey method, and adopts the qualitative research and the quantitative research unifies the way, carries on the research from the following several aspects: the Korean high school student's Chinese study motivation, the academic self-efficacy, The investigation of the basic situation of learning strategy 2, learning motivation, academic self-efficacy, learning strategy in gender, major, high and low groups of differences, analysis of learning motivation, academic self-efficacy, The relationship between learning strategies is four factors that affect MHK achievement. On the basis of sampling investigation and in-depth analysis, this paper draws the following conclusions: 1. There are significant differences in Chinese learning motivation, academic self-efficacy and learning strategy among Korean senior high school students. There are gender differences in metacognitive strategies and social strategies and professional differences in memory strategies. 2. Korean high school students' Chinese learning motivation, academic self-efficacy, learning strategies and MHK scores were significantly correlated. 3. Chinese learning motivation and learning strategy can predict MHK scores. 4. Academic self-efficacy plays a positive predictive role between learning motivation, memory, cognition, compensation, metacognition and affective strategies. 5. Academic self-efficacy plays a reverse predictive role in instrumental Chinese learning motivation, memory, cognition and metacognitive strategies. 6. Academic self-efficacy plays a positive predictive role in internal Chinese learning motivation and memory, cognitive compensation, metacognition, emotion, and social strategies. 7. Academic self-efficacy plays a positive predictive role between external Chinese learning motivation and memory, cognitive compensation, metacognition, and social strategies. 8. Academic self-efficacy plays a positive role in predicting achievement Chinese learning motivation, memory, compensation, metacognition and social strategies. 9. Chinese learning motivation, Chinese learning strategies directly affect MHK scores; academic self-efficacy indirectly affects MHK scores through learning strategies; Learning motivation indirectly affects MHK scores through academic self-efficacy.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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