本文選題：高中生 + 英語閱讀自我效能感�。� 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：閱讀在外語學(xué)習(xí)中起著至關(guān)重要的作用。因為閱讀不僅可以增強學(xué)生知識的儲量,而且可以提升他們的學(xué)習(xí)能力�？ɡ谞�(1998)認為,在外語學(xué)習(xí)中,閱讀和聽、說、寫相比較是最重要的技能。本文旨在探究英語閱讀自我效能、閱讀歸因方式與閱讀成績的關(guān)系。英語閱讀自我效能感指的是個體在開始某一閱讀任務(wù)前,對自己是否能夠完成這一任務(wù)的主觀判斷。它體現(xiàn)了個體對自己是否有能力完成某項閱讀任務(wù)的自信程度。閱讀自我歸因指的是個體在完成某項閱讀任務(wù)后,對造成這一閱讀結(jié)果的原因的解釋。它旨在尋找成功或者失敗的原因,以便在以后的閱讀中取得更好地成績。因為學(xué)生的英語閱讀自我效能感、歸因方式可能會影響他們的閱讀成績,所以本研究以忻州市寧武縣寧武高級中學(xué)的786名學(xué)生為研究對象,用問卷調(diào)查法調(diào)查了他們的英語自我效能感和歸因方式,并將搜集的數(shù)據(jù)借助SPSS(21.0),運用描述統(tǒng)計、獨立樣本T檢驗、相關(guān)分析、方差分析和多元回歸分析,予以整合分析。分析結(jié)果顯示:1)大多數(shù)高中生的英語閱讀自我效能感較低。學(xué)生的英語閱讀自我效能感在不同性別和年級中存在顯著差異。在閱讀效能感的六個維度中,女生的自信感和閱讀計劃意識高于男生,高二學(xué)生的閱讀能力感和抗環(huán)境干擾能力高于高三學(xué)生。學(xué)生的閱讀歸因方式存在性別差異。和男生想比,女生更傾向于將她們的閱讀成績歸因于閱讀能力。而學(xué)生的閱讀歸因方式不存在年級差異。2)學(xué)生的閱讀自我效能感與英語閱讀成績之間存在顯著的正相關(guān),而且前者對后者有預(yù)測作用。英語閱讀成績高的學(xué)生的閱讀自我效能感比較高,而閱讀成績低的學(xué)生的閱讀自我效能感較低。3)學(xué)生的歸因方式和閱讀成績存在相關(guān)性。閱讀成績高的學(xué)生傾向于將其成績歸因于閱讀能力、閱讀策略以及教師的影響,而閱讀成績低的學(xué)生更傾向于將其成績歸因于努力程度。4)學(xué)生的閱讀自我效能感與歸因方式也存在相關(guān)性。在閱讀自我效能感的六個維度中,閱讀能力感高的學(xué)生傾向于將他們的閱讀成績歸因于閱讀能力、教師的影響、幸運程度、閱讀策略和努力程度。閱讀控制感高的學(xué)生喜歡歸因于閱讀能力、教師影響、幸運程度和閱讀策略。閱讀受益感強的學(xué)生傾向歸因于教師影響、閱讀策略和努力程度。自信感高的學(xué)生喜歡歸因于閱讀能力、教師影響、幸運程度、閱讀策略和閱讀興趣。閱讀計劃意識強的學(xué)生傾向歸因于閱讀策略和努力程度�？弓h(huán)境干擾能力強的學(xué)生喜歡歸因于其能力。根據(jù)上述研究結(jié)果,本文作者提出了一些提高學(xué)生自我效能感和引導(dǎo)學(xué)生積極歸因的方法,以期能提高學(xué)生的英語閱讀成績。
[Abstract]:Reading plays an important role in foreign language learning. Reading not only enhances students' reserves of knowledge, but also improves their learning ability. In foreign language learning, reading and listening and speaking are the most important skills. The purpose of this paper is to explore the relationship between English reading self-efficacy, reading attribution style and reading achievement. English reading self-efficacy refers to an individual's subjective judgment on whether he or she can accomplish a reading task before starting it. It reflects an individual's confidence in whether he or she is capable of completing a reading task. Reading self-attribution refers to an individual's explanation of the cause of reading after completing a reading task. It aims to find out the reasons for success or failure in order to achieve better results in later reading. Because of students' sense of self-efficacy in English reading, attribution style may affect their reading achievement. Therefore, 786 students from Ningwu Senior Middle School in Ningwu County, Xinzhou City, are the subjects of this study. A questionnaire survey was conducted to investigate their English self-efficacy and attribution style, and the collected data were analyzed with the help of SPSS21.0, descriptive statistics, independent sample T test, correlation analysis, variance analysis and multivariate regression analysis. The results show that most high school students have a low sense of self-efficacy in English reading. There are significant differences in English reading self-efficacy among different genders and grades. In the six dimensions of reading efficacy, the female students' sense of self-confidence and reading plan awareness is higher than that of the boys, and the reading ability and the ability of resisting environmental interference of the sophomore students are higher than those of the senior three students. There are gender differences in students' reading attribution styles. Girls are more likely than boys to attribute their reading scores to reading ability. However, there is no grade difference. 2) there is a significant positive correlation between students' sense of self-efficacy and English reading achievement, and the former has a predictive effect on the latter. Students with high English reading scores had a higher sense of self-efficacy in reading, while students with low reading scores had a lower sense of self-efficacy in reading. 3) there was a correlation between attribution style and reading achievement. Students with high reading scores tended to attribute their scores to reading ability, reading strategies, and teachers' influence. Students with low reading scores were more likely to attribute their reading scores to the degree of effort. 4) there was also a correlation between the students' sense of self-efficacy in reading and the way of attribution. Among the six dimensions of reading self-efficacy, students with high reading ability tend to attribute their reading achievement to reading ability, teachers' influence, luck, reading strategy and effort. Students with a high sense of control in reading tend to be ascribed to reading ability, teacher influence, luck and reading strategies. Students with a strong sense of learning in reading tend to be attributed to teachers' influence, reading strategies and degree of effort. Self-confident students like to be attributed to reading ability, teachers' influence, luck, reading strategies and reading interests. Students with a strong sense of reading plan tend to be attributed to reading strategies and efforts. Students with strong ability to resist environmental interference like to be attributed to their ability. Based on the above findings, the author puts forward some methods to improve students' self-efficacy and to guide students' positive attribution in order to improve students' English reading scores.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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