本文關(guān)鍵詞： 人格因素 學(xué)習(xí)焦慮 英語(yǔ)成績(jī) 相關(guān)關(guān)系 影響　出處：《長(zhǎng)沙理工大學(xué)》2013年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：本研究運(yùn)用量性問(wèn)卷調(diào)查和質(zhì)性訪談的研究方法，來(lái)探討大學(xué)生的人格因素和學(xué)習(xí)焦慮之間的關(guān)系，以了解兩者關(guān)系對(duì)英語(yǔ)成績(jī)的影響，并試圖從心理、生理、社會(huì)等諸多方面對(duì)這些影響做橫向和縱向的深入分析。 首先采用隨機(jī)抽樣的方法，從湖南省內(nèi)的湖南大學(xué)、湖南師范大學(xué)、長(zhǎng)沙理工大學(xué)、長(zhǎng)沙理工大學(xué)城南學(xué)院和湖南商學(xué)院共5所院校中，隨機(jī)抽取了500名非英語(yǔ)專(zhuān)業(yè)大一、大二、大三本科生作為總體樣本。然后采用目的性抽樣的方法，從隨機(jī)抽樣的總樣本中選取50%作為高/低兩個(gè)受試組，具體做法是：根據(jù)CET-4成績(jī)，選取排名靠前20%的100名學(xué)生為作為高分組,靠后20%的100名學(xué)生為低分組。最后通過(guò)目的性抽樣，從總樣本中選取來(lái)自長(zhǎng)沙理工大學(xué)的4名被試作為質(zhì)性訪談對(duì)象。 用SPSS18.0統(tǒng)計(jì)軟件對(duì)量性數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析。統(tǒng)計(jì)分析步驟如下：第一步，根據(jù)Eysenck性格傾向問(wèn)卷測(cè)試指南，分別對(duì)100名高分組被試和100名低分組被試進(jìn)行人格因素分類(lèi)調(diào)查。第二步，對(duì)英語(yǔ)成績(jī)高/低分組學(xué)習(xí)焦慮傾向調(diào)查數(shù)據(jù)進(jìn)行描述性統(tǒng)計(jì)分析，得出他們學(xué)習(xí)焦慮的總均值及標(biāo)準(zhǔn)差，由此說(shuō)明高/低分組英語(yǔ)學(xué)習(xí)焦慮總傾向性。第三步，對(duì)高/低分組三類(lèi)人格特質(zhì)高/低傾向者的英語(yǔ)學(xué)習(xí)焦慮傾向調(diào)查進(jìn)行描述性統(tǒng)計(jì)分析,得出他們?cè)趯W(xué)習(xí)焦慮各個(gè)維度上的平均數(shù)和標(biāo)準(zhǔn)差；然后運(yùn)用獨(dú)立樣本T檢驗(yàn)對(duì)英語(yǔ)成績(jī)高/低分組學(xué)習(xí)焦慮之間的差異進(jìn)行分析。第四步，，采用皮爾遜相關(guān)關(guān)系分析法來(lái)說(shuō)明受試者人格因素與學(xué)習(xí)焦慮之間的相互關(guān)系；然后，運(yùn)用方差分析來(lái)分析人格因素、學(xué)習(xí)焦慮是否對(duì)英語(yǔ)成績(jī)存在影響。 分析結(jié)果表明：英語(yǔ)成績(jī)高/低分組的學(xué)習(xí)焦慮傾向性不同。其中，低分組比高分組學(xué)習(xí)者在英語(yǔ)學(xué)習(xí)過(guò)程中更容易產(chǎn)生交際畏懼和考試焦慮。學(xué)習(xí)者的精神質(zhì)人格因素其學(xué)習(xí)焦慮的各個(gè)維度無(wú)顯著性相關(guān)關(guān)系。高分組學(xué)習(xí)者性格維度與學(xué)習(xí)焦慮中的交際畏懼及其他焦慮存在顯著性關(guān)系，而低分組學(xué)習(xí)者性格維度與交際畏懼及負(fù)評(píng)價(jià)恐懼存在顯著性相關(guān)關(guān)系。高分組學(xué)習(xí)者情緒性人格因素除與考試焦慮無(wú)顯著性關(guān)系外，與其他的學(xué)習(xí)焦慮類(lèi)型都有顯著的相關(guān)關(guān)系；而低分組學(xué)習(xí)者的情緒性人格因素只與交際畏懼存在顯著的正相關(guān)關(guān)系。學(xué)習(xí)焦慮中除負(fù)評(píng)價(jià)恐懼外，交際畏懼、考試焦慮和其他焦慮也不會(huì)影響英語(yǔ)成績(jī)。由此得出結(jié)論，除性格維度和負(fù)評(píng)價(jià)恐懼的關(guān)系、情緒性維度和負(fù)評(píng)價(jià)恐懼的關(guān)系會(huì)對(duì)英語(yǔ)成績(jī)?cè)斐娠@著性影響外，其他人格因素和學(xué)習(xí)焦慮的關(guān)系不會(huì)對(duì)英語(yǔ)成績(jī)?cè)斐娠@著性影響。 最后，筆者根據(jù)人格因素和學(xué)習(xí)焦慮之間的關(guān)系以及這種關(guān)系對(duì)英語(yǔ)成績(jī)的影響作用，提出了一些教學(xué)建議。
[Abstract]:The present study uses quantitative questionnaires and qualitative interviews to explore the relationship between personality factors and learning anxiety of college students in order to understand the impact of the two relationships on English achievement and try to understand the psychological and physiological aspects. Social and other aspects of the impact of horizontal and vertical in-depth analysis. First, the random sampling method was used from Hunan University, Hunan normal University, Changsha University of Science and Technology, Changsha University of Science and Technology Chengnan College and Hunan Business School. A total of 500 non-English major freshmen, sophomores and junior students were randomly selected as a total sample, and then the method of purposeful sampling was used. From the total sample of random sampling, 50% students were selected as the high / low test group. According to the CET-4 score, the top 20% students were selected as the high score group. In the end, four students from Changsha University of Technology were selected from the total sample as qualitative interview objects. Statistical analysis of quantitative data using SPSS18.0 statistical software. The statistical analysis steps are as follows: the first step, according to the Eysenck personality questionnaire test guide. The personality factors of 100 high score and 100 low group subjects were investigated respectively. The second step was to make descriptive statistical analysis on the survey data of high / low group English learning anxiety tendency. The total mean and standard deviation of their learning anxiety are obtained, which shows the general tendency of high / low grouping English learning anxiety. A descriptive statistical analysis was carried out on the English learning anxiety tendency of high / low tendency students in three groups of high and low personality traits, and the average and standard deviation of each dimension of learning anxiety were obtained. Then using independent sample T test to analyze the difference between high / low group learning anxiety. 4th steps. Pearson correlation analysis was used to explain the relationship between personality factors and learning anxiety. Then, the analysis of variance is used to analyze personality factors and whether learning anxiety has an effect on English achievement. The results show that the tendency of learning anxiety is different among high / low English achievement groups. Low score learners were more likely to produce communicative fear and test anxiety than those in high score group. There was no significant correlation between the factors of mental quality and personality of learners and the dimensions of learning anxiety in the high score group, and there was no significant correlation between each dimension of learning anxiety in the high score group. There is a significant relationship between the lattice dimension and communicative fear and other anxiety in learning anxiety. However, there was a significant correlation between personality dimension of low group learners and fear of communication fear and negative evaluation, but there was no significant relationship between emotional personality factors and test anxiety in high score group. There was significant correlation with other types of learning anxiety. However, the emotional personality factors of low group learners are only positively correlated with communicative fear. In learning anxiety, except negative evaluation fear, communicative fear is the only one. Besides the relationship between personality dimension and negative evaluation fear, the relationship between emotional dimension and negative evaluation fear will have a significant impact on English achievement. The relationship between other personality factors and learning anxiety has no significant effect on English achievement. Finally, based on the relationship between personality factors and learning anxiety and its influence on English achievement, the author puts forward some teaching suggestions.
【學(xué)位授予單位】：長(zhǎng)沙理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G645.5;G442;H319

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