在外語教學(xué)領(lǐng)域,成就目標(biāo)定向和自我調(diào)節(jié)學(xué)習(xí)策略分別成為近年來教育心理學(xué)研究的熱點之一。以往的研究多是探討成就目標(biāo)定向與英語成績之間或自我調(diào)節(jié)學(xué)習(xí)與英語成績之間的關(guān)系,而很少將成就目標(biāo)定向與自我調(diào)節(jié)學(xué)習(xí)策略結(jié)合起來綜合分析動機與策略,以大學(xué)生作為研究對象的則更少見。本研究以Elliot等的四維成就目標(biāo)定向,Zimmerman的三階段自我調(diào)節(jié)學(xué)習(xí)策略和Pintrich的學(xué)習(xí)動機策略為理論基礎(chǔ),對非英語專業(yè)的成就目標(biāo)定向和自我調(diào)節(jié)學(xué)習(xí)策略進(jìn)行調(diào)查并做相關(guān)性分析,希冀對大學(xué)英語教學(xué)提供一些可操作性的幫助。本研究納入自我調(diào)節(jié)學(xué)習(xí)策略作為潛在中介變量,考察成就目標(biāo)定向與英語成績的關(guān)系以及成就目標(biāo)定向與自我調(diào)節(jié)學(xué)習(xí)策略的關(guān)系。研究隨機在桂林市的廣西師范大學(xué),桂林醫(yī)學(xué)院,桂林電子科技大學(xué)和桂林理工大學(xué)四所大學(xué)大二大三發(fā)放了150份問卷,剔除無效問卷,共獲得有效問卷120份。本研究所采用的問卷是在根劉惠軍和郭德俊的基礎(chǔ)上改編的成就目標(biāo)定向問卷和由孔博鑒、路海東（2012）編制的適合中國中學(xué)生學(xué)習(xí)特點的自我調(diào)節(jié)學(xué)習(xí)策略問卷。此外問卷還采用被試CET4成績作為外語成績指標(biāo)。本研究的主要問題是：（1）大學(xué)生的... 

【文章來源】：廣西師范大學(xué)廣西壯族自治區(qū)

【文章頁數(shù)】：77 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter 1 Introduction
    1.1 Research Background
    1.2 Purposes and Significance of the Research
    1.3 Framework of the Thesis
Chapter 2 Literature Review
    2.1 Definitions
        2.1.1 Definition of Achievement Goal Orientation
        2.1.2 Definition of self-regulated Learning Strategy
    2.2 Theoretical Foundation
    2.3 Related Studies in China and Abroad
        2.3.1 Studies of Achievement Goal Orientation
        2.3.2 The Correlation Studies between Achievement Goal Orientation and English Achievement
        2.3.3 Studies about self-regulated Learning Strategy
        2.3.4 The Correlation Studies between self-regulated Learning Strategy and English Achievement
        2.3.5 The Correlation between Achievement Goal Orientation and self-regulated Learning Strategy
        2.3.6 The Research about the Correlation among Achievement Goal Orientation, self-regulated Learning Strategy and English Achievement
    2.4 Theoretical Framework on which the Research is Based
Chapter 3 Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 The Questionnaire
        3.3.2 Test
        3.3.3 The Interview
    3.4 Procedures
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter 4 Results and Discussion
    4.1 The State of the College Students' Achievement Goal Orientations and Self-Regulated Learning Strategy
        4.1.1 The State of the College Students' Achievement Goal Orientations
        4.1.2 The State of the College Students' Self-Regulated Learning Strategy
    4.2 Relationship between Achievement Goal Orientation and Self-Regulated Learning Strategy
        4.2.1 Differences of Arts and Science in the Relationship between Achievement Goal Orientation and Self-Regulated Learning Strategy
        4.2.2 Differences of CET4 High Achievers and Low Achievers in the Relationship between Achievement Goal Orientation and Self-Regulated Learning strategy
        4.2.3 Gender Differences in the Relationship between Achievement Goal Orientation and Self-Regulated Learning Strategy
    4.3 Relationship between Achievement Goal Orientation and English Achievement
    4.4 Relationship between Self-Regulated Learning Strategy and English Achievement
    4.5 Relationship among Achievement Goal Orientation, Self-Regulated Learning Strategy and English Achievement
    4.6 Discussion
Chapter 5 Major Findings and Suggestions
    5.1 Major Findings of the Research
    5.2 Pedagogical Suggestions
Chapter 6 Conclusion
    6.1 Summary of the Research
    6.2 Limitations and Suggestions for Future Research
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Publications during the Postgraduate Program
Acknowledgements



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