高中生英语写作自我效能感与写作表现的关系研究
发布时间：2024-12-22 03:14
众所周知,英语写作能力作为学生英语语言技能的一个重要方面,是衡量学生英语语言掌握能力的重要指标。但是大量研究表明,英语写作作为一种综合、复杂的认知活动和情感活动,是最具挑战性的任务之一,并且学生对写作普遍缺乏信心。因此,影响学生写作能力的心理因素受到了广泛关注。在众多的心理因素中,其中自我效能感在学生英语写作中发挥至关重要的作用。自我效能感的概念由班杜拉提出,它是指个体对自己完成任务的信心。至于写作自我效能感,则是指是指个体对自我写作能力的评价,特别是对恰当使用特定写作技能和完成具体写作任务能力的信念。班杜拉认为,无论学习者的实际写作能力如何,具有较高水平写作自我效能感的人会有更好的写作表现。基于社会认知理论,本文结合定量和定性的研究方法回答了以下问题:(1)高中生的英语写作自我效能感现状如何?(2)高中生的英语写作自我效能感是否与写作成绩显著相关?(3)写作自我效能感水平不同的学生的写作表现是否存在显著差异?本研究的被试者是100名来自吉安三中的高中生。本文采用的调查问卷分为写作任务自我效能感和写作技能自我效能感两个维度。SPSS数据分析显示问卷具有较好的信度和效度。另外,本文通过无错...
【文章页数】：70 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter1 Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.3.1 Theoretical Significance of the Study
1.3.2 Practical Significance of the Study
1.4 Layout of the Study
Chapter2 Literature Review
2.1 An Overview of Self-efficacy
2.1.1 Definitions of Self-efficacy
2.1.2 Functions of Self-efficacy
2.1.3 Sources of Self-efficacy
2.1.4 Definitions of Writing Self-efficacy
2.2 Social Cognitive Theory
2.3 Related Studies on Writing Self-efficacy
2.3.1 Related Studies on the Status of Students’Writing Self-efficacy
2.3.2 Related Studies on Relationship between Writing Self-efficacy and Writing Performance
2.3.3 Related Studies on Variables Influencing Writing Self-efficacy
2.4 Summary
Chapter3 Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Writing Self-efficacy Questionnaire
3.3.2 Interview
3.3.3 English Writing Test
3.4 Research Procedures
3.4.1 Data Collection
3.4.2 Data Analysis
3.5 Measurements
3.5.1 Measurement of Accuracy
3.5.2 Measurement of Fluency
3.5.3 Measurement of Syntactic Complexity
Chapter4 Results and Discussion
4.1 Results of Questionnaire
4.2 Results of the Current State of Students’Writing Self-efficacy
4.2.1 Results of Students’Writing Task Self-efficacy
4.2.2 Results of Students’Writing Skill Self-efficacy
4.3 Results of the Relationship between Writing Self-efficacy And Writing Performance
4.3.1 Results of the Relationship between Writing Self-efficacy And Accuracy
4.3.2 Results of the Relationship between Writing Self-efficacy And Fluency
4.3.3 Results of the Relationship between Writing Self-efficacy And Syntactic Complexity
4.4 Results of the Difference in Writing Performance among Students with Different Writing Self-efficacy Level
4.4.1 Results of the Difference in Accuracy among Students with Different Writing Self-efficacy Level
4.4.2 Results of the Difference in Fluency among Students with Different Writing Self-efficacy Level
4.4.3 Results of the Difference in Syntactic Complexity among Students with Different Writing Self-efficacy Level
4.5 Results of the Interview
4.6 Discussion on the Results
4.6.1 Discussion on Current State of Students’Writing Self-efficacy
4.6.2 Discussion on the Relationship between Writing Self-efficacy and Writing Performance
4.6.3 Discussion on the Difference in Writing Performance among Students with Different Writing Self-efficacy Level
4.7 Summary
Chapter5 Conclusion and Implication
5.1 Major Findings of the Study
5.2 Implications of the Study
5.3 Limitations of the Study
5.4 Suggestions for the Future Research
Bibliography
AppendixⅠ
AppendixⅡ
Appendix Ⅲ
Acknowledgments
本文编号：4019344
【文章页数】：70 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter1 Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.3.1 Theoretical Significance of the Study
1.3.2 Practical Significance of the Study
1.4 Layout of the Study
Chapter2 Literature Review
2.1 An Overview of Self-efficacy
2.1.1 Definitions of Self-efficacy
2.1.2 Functions of Self-efficacy
2.1.3 Sources of Self-efficacy
2.1.4 Definitions of Writing Self-efficacy
2.2 Social Cognitive Theory
2.3 Related Studies on Writing Self-efficacy
2.3.1 Related Studies on the Status of Students’Writing Self-efficacy
2.3.2 Related Studies on Relationship between Writing Self-efficacy and Writing Performance
2.3.3 Related Studies on Variables Influencing Writing Self-efficacy
2.4 Summary
Chapter3 Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Writing Self-efficacy Questionnaire
3.3.2 Interview
3.3.3 English Writing Test
3.4 Research Procedures
3.4.1 Data Collection
3.4.2 Data Analysis
3.5 Measurements
3.5.1 Measurement of Accuracy
3.5.2 Measurement of Fluency
3.5.3 Measurement of Syntactic Complexity
Chapter4 Results and Discussion
4.1 Results of Questionnaire
4.2 Results of the Current State of Students’Writing Self-efficacy
4.2.1 Results of Students’Writing Task Self-efficacy
4.2.2 Results of Students’Writing Skill Self-efficacy
4.3 Results of the Relationship between Writing Self-efficacy And Writing Performance
4.3.1 Results of the Relationship between Writing Self-efficacy And Accuracy
4.3.2 Results of the Relationship between Writing Self-efficacy And Fluency
4.3.3 Results of the Relationship between Writing Self-efficacy And Syntactic Complexity
4.4 Results of the Difference in Writing Performance among Students with Different Writing Self-efficacy Level
4.4.1 Results of the Difference in Accuracy among Students with Different Writing Self-efficacy Level
4.4.2 Results of the Difference in Fluency among Students with Different Writing Self-efficacy Level
4.4.3 Results of the Difference in Syntactic Complexity among Students with Different Writing Self-efficacy Level
4.5 Results of the Interview
4.6 Discussion on the Results
4.6.1 Discussion on Current State of Students’Writing Self-efficacy
4.6.2 Discussion on the Relationship between Writing Self-efficacy and Writing Performance
4.6.3 Discussion on the Difference in Writing Performance among Students with Different Writing Self-efficacy Level
4.7 Summary
Chapter5 Conclusion and Implication
5.1 Major Findings of the Study
5.2 Implications of the Study
5.3 Limitations of the Study
5.4 Suggestions for the Future Research
Bibliography
AppendixⅠ
AppendixⅡ
Appendix Ⅲ
Acknowledgments
本文编号：4019344
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