知觉教师期望与小学生英语学习效能感及成绩的相关研究
发布时间：2018-11-01 14:09
【摘要】：本研究主要探讨了英语学习效能感、知觉到的教师期望与英语成绩的相关性,实验为了系统研究小学生英语学习效能感的结构及其发展状况,编制了含有25个项目的《小学生英语学习效能感问卷》,并采用《学生知觉到的教师期望问卷》为研究工具,对来自南京市小学四、五、六年级的315名学生进行了测试。结果显示：(1)英语测试成绩不同的小学生英语学习效能感、知觉教师期望存在显著差异,高分组学生的英语学习效能感和知觉教师期望两方面均分都显著高于低分组学生。(2)小学生英语学习效能感存在显著的性别、年级差异,女生的英语学习效能感显著高于男生,五年级学生在“英语学习焦虑感”上的得分低于四、六年级学生。(3)知觉到的英语教师期望存在显著的性别、年级差异,女生知觉到的教师期望水平显著高于男生。随着年级的增长,小学生知觉到的英语教师期望呈上升趋势。(4)小学生知觉到的教师期望与英语学习效能感及成绩三者关系呈显著正相关。知觉到的教师期望解释了英语成绩变异程度的8%,英语学习效能感解释了英语成绩变异程度的23.8%。研究结论：(1)自编的《小学生英语学习效能感问卷》由学习能力感、学习成绩认可感、学习自信感、学习焦虑感四个维度组成,具有良好的信度和效度,可以作为了解小学生英语学习效能感水平的辅助工具。(2)小学生知觉到的教师期望与英语学习效能感及成绩三者关系呈显著正相关,知觉到的教师期望与英语学习效能感对英语成绩具有显著地解释力。小学生英语学习效能感、知觉教师期望在性别、年级、英语学业水平上存在差异,反映了小学生英语学习效能感的形成与发展受到诸多因素影响,与教师期望密切相关。
[Abstract]:This study focuses on the relationship between English learning efficacy, perceived teachers' expectations and English achievement. The purpose of this study is to systematically study the structure and development of primary school students' English learning efficacy. An English learning efficacy questionnaire for primary school students with 25 items was developed and 315 students in grade 4, 5 and 6 of Nanjing primary school were tested with the questionnaire of teacher expectation perceived by students. The results showed that: (1) there were significant differences in English learning efficacy and perceived teachers' expectations among pupils with different English test scores. The average scores of high score group students' English learning efficacy and perceived teachers' expectation were significantly higher than those of low group students. (2) there were significant gender and grade differences in primary school students' English learning efficacy. Female students' English learning efficacy was significantly higher than that of boys, and the scores of the fifth grade students on English learning anxiety were lower than those of the fourth and sixth graders. (3) there were significant gender and grade differences in perceived English teachers' expectations. The level of teachers' expectation perceived by girls was significantly higher than that of boys. With the increase of grade, the perceived expectations of English teachers of primary school students are on the rise. (4) there is a significant positive correlation between the perceived teacher expectations of pupils and the sense of English learning efficacy and achievement. Perceived teachers' expectations explain the degree of variation in English achievement, and the sense of English learning efficacy explains the degree of variation of English achievement. The conclusions are as follows: (1) the English learning efficacy questionnaire of primary school students is composed of four dimensions: learning ability sense, learning achievement recognition feeling, learning self-confidence feeling and learning anxiety feeling. The questionnaire has good reliability and validity. It can be used as a supplementary tool to understand the level of pupils' English learning efficacy. (2) there is a significant positive correlation between the perceived teachers' expectations and their English learning efficacy and achievement. Perceived teacher expectation and English learning efficacy have significant explanatory power on English achievement. There are differences in gender, grade and English academic level among pupils' English learning efficacy and perceived teachers' expectations, which reflects that the formation and development of pupils' English learning efficacy is influenced by many factors and is closely related to teachers' expectations.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G447
本文编号：2304145
[Abstract]:This study focuses on the relationship between English learning efficacy, perceived teachers' expectations and English achievement. The purpose of this study is to systematically study the structure and development of primary school students' English learning efficacy. An English learning efficacy questionnaire for primary school students with 25 items was developed and 315 students in grade 4, 5 and 6 of Nanjing primary school were tested with the questionnaire of teacher expectation perceived by students. The results showed that: (1) there were significant differences in English learning efficacy and perceived teachers' expectations among pupils with different English test scores. The average scores of high score group students' English learning efficacy and perceived teachers' expectation were significantly higher than those of low group students. (2) there were significant gender and grade differences in primary school students' English learning efficacy. Female students' English learning efficacy was significantly higher than that of boys, and the scores of the fifth grade students on English learning anxiety were lower than those of the fourth and sixth graders. (3) there were significant gender and grade differences in perceived English teachers' expectations. The level of teachers' expectation perceived by girls was significantly higher than that of boys. With the increase of grade, the perceived expectations of English teachers of primary school students are on the rise. (4) there is a significant positive correlation between the perceived teacher expectations of pupils and the sense of English learning efficacy and achievement. Perceived teachers' expectations explain the degree of variation in English achievement, and the sense of English learning efficacy explains the degree of variation of English achievement. The conclusions are as follows: (1) the English learning efficacy questionnaire of primary school students is composed of four dimensions: learning ability sense, learning achievement recognition feeling, learning self-confidence feeling and learning anxiety feeling. The questionnaire has good reliability and validity. It can be used as a supplementary tool to understand the level of pupils' English learning efficacy. (2) there is a significant positive correlation between the perceived teachers' expectations and their English learning efficacy and achievement. Perceived teacher expectation and English learning efficacy have significant explanatory power on English achievement. There are differences in gender, grade and English academic level among pupils' English learning efficacy and perceived teachers' expectations, which reflects that the formation and development of pupils' English learning efficacy is influenced by many factors and is closely related to teachers' expectations.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G447
【参考文献】
相关期刊论文 前10条
1 满晶;沈悦;杨丽珠;;幼儿知觉到的教师期望结构及发展特点[J];辽宁师范大学学报(社会科学版);2013年06期
2 杨平;;自我效能感与英语口语课堂教学[J];海外英语;2013年01期
3 谷丹;;初中生学业自我效能感与学习成绩的关系研究[J];成功(教育);2012年22期
4 李威丽;;国内外学业自我效能研究综述[J];学理论;2012年32期
5 孙思齐;;试论小学生英语学习自我效能感的培养策略[J];剑南文学(经典教苑);2012年10期
6 雷淑华;胡丹娟;;大学生自我效能感与英语学业成绩的关系研究[J];新余学院学报;2011年04期
7 张静;;高中生英语学习策略、自我效能感与学业成绩的关系[J];山东师范大学外国语学院学报(基础英语教育);2011年02期
8 刘晓光;;初中生感知到的教师期望差异研究[J];开封教育学院学报;2010年04期
9 张奇智;;英语学习自我效能感影响因素实证研究(一)[J];福建工程学院学报;2010年02期
10 李艳丽;;小学生学习行为自我效能感的影响因素与培养策略[J];现代中小学教育;2009年06期
相关硕士学位论文 前1条
1 舒子吁;大学生学习投入问卷的编制及其应用[D];江西师范大学;2009年
，本文编号：2304145
本文链接：https://www.wllwen.com/jiaoyulunwen/xuekejiaoyulunwen/2304145.html
