农村小学生自我效能感及归因与英语学习水平的相关性研究

发布时间：2018-02-28 20:15

本文关键词： 自我效能感归因英语学习水平农村小学生　出处：《延安大学》2015年硕士论文　论文类型：学位论文

【摘要】：学习者的自我效能感与归因在其外语学习中有着重要的作用,但农村小学生由于师资力量,教学环境等方面的特殊性,很少有研究者从自我效能感和归因的角度对农村小学生的英语学习动机进行研究。关注农村小学生英语学习中的情感因素,不仅可以帮助其提高英语水平,更有利于其心理健康发展。本研究以陕西省延安市子长县南沟岔中心小学和榆林市清涧县折家坪中心小学、高杰村小学以及乐堂堡小学的279名小学生为研究对象,通过问卷及访谈对学生的农村小学生的自我效能感和归因进行调查,旨在研究农村小学生的自我效能感、归因及英语学习水平和三者之间的相关性。研究结果如下:1)农村小学生的总自我效能感水平为3.19,说明农村小学生的总体自我效能感仅处于一般水平;且一般自我效能感(M=2.94),英语学业自我效能感(M=3.33)与英语自我调节学习效能感(M=3.31)均处于一般水平。农村小学生的英语学习水平并不乐观,其平均值仅为74.79,但是,其英语学习水平随着年龄的增长有所进步。2)农村小学生更倾向于将英语学习上的成功归因于自己的努力,有时也归因于老师、任务难度和能力等因素,但很少归因于自己的心情与运气;将自己的失败归因于努力、任务难度、能力和老师等因素,但很少会归因于心情与运气;且在农村小学生的成功与失败归因中,任务难度、心情、运气和老师因素都存在显著性差异。3)农村小学生的一般自我效能感、英语学业自我效能感、英语自我调节学习效能感和整体自我效能感与英语学习水平均呈显著正相关。4)农村小学生的英语学习水平与成功归因因素中的能力、努力和教师因素呈显著正相关;与任务难度、心情因素呈正相关,但与运气因素呈负相关;另外,其英语学习水平与失败归因的所有因素呈负相关,且与教师因素呈显著负相关。但是不同英语学习水平的学生在成功和失败归因中稍有差异。5)农村小学生的自我效能感与成功归因因素中的能力、努力、心情和教师因素呈显著正相关,与任务难度呈正相关,但与运气呈负相关;另外,其自我效能感与失败归因中的所有因素呈负相关,且与能力、任务难度和教师因素呈显著负相关;但是不同自我效能感水平的学生在成功和失败归因中稍有差异。6)通过深度访谈得知,农村小学生普遍认为在归因方面,除归因量表中的六个因素外,自己的兴趣和学习英语的必要性这两个因素与英语学习有很大的关系。总之,学生的自我效能感、归因和英语学习水平三者之间都相互关联。因此,本研究对农村的英语教学提出以下几点建议:1)英语教师要为农村小学生提供更多的劝说信息,使其相信自己能够成功;还要为不同水平的农村小学生确立不同的目标,并且鼓励他们自己为自己建立学习目标;2)英语教师要了解学生的归因风格,并对其归因给予直接的指导,引导学生对自己的英语学习进行正确的归因;3)教师,学校,家长和社会等各方面都应齐心协力帮助农村小学生提高其自我效能感,帮助其形成积极的归因方式,最终提高其英语学习水平。
[Abstract]:The learner's self-efficacy and attribution in the foreign language learning plays an important role, but the rural students as teachers, special teaching environment, there is little research on the countryside elementary school English learning motivation research from the perspective of self-efficacy and attribution. Focusing on affective factors in English learning in rural primary school that can not only help improve their English level, more conducive to the development of their mental health. The research on Yanan city of Shaanxi Province, Zichang County South Ditch fork Central Primary School and Yulin city Qingjian County shejiaping Central Primary School, 279 pupils in elementary school and high Jiecun Le Tang Bao primary school as the research object, through the questionnaire and interview the students of rural pupils self-efficacy and attribution investigation, aims to study the rural primary school students' self-efficacy, attribution and the correlation between English learning and research of the three. The results are as follows: 1) the total rural pupils self-efficacy level is 3.19, indicating that the overall rural pupils self-efficacy only at the general level; and general self-efficacy (M=2.94), English academic self-efficacy (M=3.33) and English self regulated learning self-efficacy (M=3.31) are in the general level of rural pupils. The English level is not optimistic, the average is only 74.79, but the English learning level with age.2) improved rural pupils tend to attribution of English learning success in their own efforts, sometimes attributed to the teacher, task difficulty and other factors, but rarely attributed to their the mood and luck; their failure to lack of effort, task difficulty, and the ability of teachers and other factors, but rarely attributed to the mood and luck; and the success and failure of rural primary school students attribution, task The difficulty, mood, luck and teacher factors have a significant difference.3) of rural primary school students general self-efficacy, English academic self-efficacy, Self-regulated English learning self-efficacy and general self-efficacy and English learning were significantly positively related to the level of.4) small rural students English learning ability level and success factors the effort was positively correlated and teacher factors; and the difficulty of the task, the mood factors were positively correlated, but negatively correlated with the luck factor; in addition, all factors were negatively related to their English learning level and failure attribution, and teacher factors were significantly negatively correlated. But different English learning level students slightly in success.5) and failure attribution differences in rural pupils' self efficacy and success factors in ability, effort, positively related to mood and teacher factors, and task difficulty was positively correlated, but Negatively correlated with luck; in addition, the self-efficacy and attribution in the failure of all factors were negatively correlated with ability was negatively related to task difficulty and teacher factors; but the students of different levels of self-efficacy slightly in the success and failure attribution difference.6) through depth interviews that rural primary school students think in the attribution, attribution in six factors of the scale, the necessity of learning English and their interest in these two factors have great relationship with English learning. In a word, students' self-efficacy, attribution and English proficiency between the three are interrelated. Therefore, the study of English teaching the author put forward the following suggestions: 1) English teachers should provide more persuasive information for rural primary school, which I believe they can succeed; but also for different levels of rural pupils to establish different goals, and drum Encourage them to establish learning goals for themselves; 2) English teachers to understand students' attributional style, and the attribution to give direct guidance to guide students in their English learning the correct attribution; 3) teachers, the school, the parents and the society should work together to help students improve their self-efficacy in rural areas sense, help them to form positive attributions, and ultimately improve their English level.

【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

【参考文献】