二十一世紀科學(xué)技術(shù)迅猛發(fā)展,中國于2015年提出“互聯(lián)網(wǎng)+”行動計劃,更加促進了在線教育的發(fā)展。網(wǎng)絡(luò)技術(shù)的高速發(fā)展為外語學(xué)習(xí)者提供了更多的學(xué)習(xí)資源,大學(xué)生作為網(wǎng)絡(luò)自主學(xué)習(xí)的主體,其網(wǎng)絡(luò)自主學(xué)習(xí)能力的高低直接決定了學(xué)習(xí)者的學(xué)習(xí)效果。制約自主學(xué)習(xí)的內(nèi)部因素主要包括自我效能感、學(xué)習(xí)策略、目標設(shè)置和情感等,其中自我效能感是影響自主學(xué)習(xí)的關(guān)鍵變量之一。對于非英語專業(yè)大學(xué)生來說,具備良好的英語自主學(xué)習(xí)能力和網(wǎng)絡(luò)自我效能感的重要性不言而喻。鑒于自我效能感在英語自主學(xué)習(xí)中的重要作用,本文圍繞以下三個研究問題探討自我效能感與英語自主學(xué)習(xí)的關(guān)系:（1）網(wǎng)絡(luò)環(huán)境下,非英語專業(yè)大學(xué)生的英語學(xué)習(xí)自我效能感現(xiàn)狀如何?不同性別、專業(yè)、年級、學(xué)校層次等有無明顯差異?（2）網(wǎng)絡(luò)環(huán)境下,非英語專業(yè)大學(xué)生的英語自主學(xué)習(xí)能力現(xiàn)狀如何?不同性別、專業(yè)、年級、學(xué)校層次等有無明顯差異?（3）網(wǎng)絡(luò)環(huán)境下,非英語專業(yè)大學(xué)生的自我效能感與英語自主學(xué)習(xí)能力有無相關(guān)性?相關(guān)程度如何?具體表現(xiàn)在哪些方面?本研究以情感過濾假說、人本主義理論和三元交互決定論為基礎(chǔ),以非英語專業(yè)大學(xué)生為對象,通過問卷調(diào)查和訪談來獲取數(shù)據(jù)。首先,對不同年級、專業(yè)、學(xué)... 

【文章來源】：西南大學(xué)重慶市 211工程院校 教育部直屬院校

【文章頁數(shù)】：102 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1 Definition of Basic Concepts
        2.1.1 Self-efficacy
        2.1.2 Self-regulated Learning
        2.1.3 Web-based Learning Environment
    2.2 Previous Studies on Self-efficacy of English Learning in the Network Environment
        2.2.1 Previous Studies on Self-efficacy of English Learning in the Network EnvironmentAbroad
        2.2.2 Previous Studies on Self-efficacy of English Learning in the Network Environment atHome
    2.3 Previous Studies on Self-regulated English Learning in the Network Environment
        2.3.1 Previous Studies on Self-regulated English Learning in the Network EnvironmentAbroad
        2.3.2 Previous Studies on Self-regulated English Learning in the Network Environment atHome
    2.4 Previous Studies on Correlation Between Self-efficacy of English Learning andSelf-regulated English Learning in the Network Environment
        2.4.1 Previous Studies on Correlation Between Self-efficacy of English Learning andSelf-regulated English Learning in the Network Environment Abroad
        2.4.2 Previous Studies on Correlation Between Self-efficacy of English Learning andSelf-regulated English Learning in the Network Environment at Home
    2.5 Limitations of Previous Studies and Inspiration
    2.6 Theoretical Bases
        2.6.1 Affective Filtering Hypothesis
        2.6.2 Humanistic Theory
        2.6.3 Triadic Reciprocal Determinism
Chapter Three Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Research Methods
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Research Procedures
Chapter Four Results and Discussion
    4.1 Overall Situation of Non-English Major Undergraduate Students’ Self-efficacy of English Learning in the Network Environment
        4.1.1 General Descriptive of Self-efficacy of English Learning
        4.1.2 Individual Difference of Gender,Grade,Major,College,Score and Learning Time on Self-efficacy of English Learning
    4.2 Overall Situation of Non-English Major Undergraduate Students’ Self-regulated English Learning in the Network Environment
        4.2.1 General Descriptive of Self-regulated English Learning
        4.2.2 Individual Difference of Gender,Grade,Major,College,Score and Learning Time on Self-regulated English Learning
    4.3 The Relationship Between Self-efficacy and Self-regulated English Learning
        4.3.1 The Correlation Analysis Between Self-efficacy and Self-regulated English Learning
        4.3.2 The Regression Analysis Between Self-efficacy and Self-regulated English Learning
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
        5.2.1 Implications for Students
        5.2.2 Implications for Teachers
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
References
Appendix 1 Questionnaire on the Study of Correlation Between Self-efficacy and Self-regulated English Learning of Non-English Major Undergraduate Students Based on Network Environment
Appendix 2 Outline of Interview on Undergraduate Students’ Online English Learning
Acknowledgements



本文編號：3389311