自我效能和寫作策略是影響寫作成績(jī)的重要因素,該研究以班杜拉自我效能感理論和寫作策略理論為基礎(chǔ),旨在探究英語(yǔ)專業(yè)學(xué)生寫作自我效能感、寫作策略、寫作成績(jī)之間的關(guān)系。選取了青島科技大學(xué)英語(yǔ)專業(yè)的二年級(jí)學(xué)生作為受試者,以調(diào)查問(wèn)卷、寫作測(cè)試為研究工具來(lái)收集數(shù)據(jù),采用Excel 2019、SPSS 20兩個(gè)軟件來(lái)分析數(shù)據(jù)。該研究主要探究以下三個(gè)問(wèn)題:(1)英語(yǔ)專業(yè)學(xué)生的寫作自我效能感和寫作策略之間存在顯著性關(guān)系嗎?如果存在的話,二者之間有什么關(guān)系?(2)高分組和低分組的學(xué)生的自我效能感有何差異?(3)高分組和低分組的學(xué)生在使用寫作策略時(shí)有何不同?基于對(duì)相關(guān)數(shù)據(jù)的分析和討論,該研究得出如下結(jié)果:首先,英語(yǔ)專業(yè)學(xué)生的寫作自我效能和寫作策略均處于中等水平,二者存在中等水平的顯著正相關(guān)。其次,寫作成績(jī)與寫作自我效能感顯著正相關(guān),而且高分組學(xué)生與低分組學(xué)生在寫作自我效能感水平上存在顯著差異。第三,寫作策略與寫作成績(jī)之間存在顯著正相關(guān)關(guān)系,高分組學(xué)生與低分組學(xué)生在使用寫作策略頻率上存在著顯著差異,高分組學(xué)生更頻繁地使用寫作策略。以上研究結(jié)果為今后英語(yǔ)寫作教學(xué)提供了重要啟示。 

【文章來(lái)源】：青島科技大學(xué)山東省

【文章頁(yè)數(shù)】：72 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
abstract
摘要
Chapter1 Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Layout of the Thesis
Chapter2 Literature Review
    2.1 Self-efficacy Theory
        2.1.1 Definition of Self-efficacy
        2.1.2 Function of Self-efficacy
        2.1.3 Sources of Self-efficacy
        2.1.4 The Distinction between Self-efficacy and Some Related Terms
    2.2 Writing Self-efficacy
        2.2.1 The Definition of Writing Self-efficacy
        2.2.2 The Classification of Writing Self-efficacy
    2.3 Writing Strategies
        2.3.1 The Definition of Writing Strategies
        2.3.2 The Classification of Writing Strategies
    2.4 Relevant Previous Studies
        2.4.1 The Correlation between Writing Self-efficacy and Writing Performance abroad and at Home
        2.4.2 The Correlation between Writing Strategies and Writing Performance abroad and at Home
        2.4.3 The Correlation between Writing Self-efficacy and Writing Strategy abroad and at Home
Chapter3 Research Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaires
        3.3.2 English Writing Test
    3.4 Research Procedures
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter4 Results and Discussion
    4.1 Results and Discussion of Writing Self-efficacy Questionnaire
        4.1.1 Descriptive Statistics of English Writing Self-efficacy
        4.1.2 Results and Discussion of English Writing Task Self-efficacy
        4.1.3 Results and Discussion of English Writing Skill Self-efficacy
    4.2 Results and Discussion of English Writing Strategy Questionnaire
        4.2.1 Descriptive Statistics of Overall English Writing Strategy
        4.2.2 Descriptive Statistics of Meta-cognitive Writing Strategy
        4.2.3 Descriptive Statistics of Cognitive Writing Strategy
        4.2.4 Descriptive Statistics of Affective Writing Strategy
    4.3 Relationship between Writing Self-efficacy and Writing Strategy
    4.4 Relationship between Writing Self-efficacy and Writing Performance
        4.4.1 Pearson Correlation between Writing Self-efficacy and Writing Performance
        4.4.2 The Differences between High-level Students and Low-level Students in Writing Self-efficacy
    4.5 Relationship between Writing Strategy and Writing Performance
        4.5.1 Pearson Correlation between Writing Strategy and Writing Performance
        4.5.2 The Differences between High-level Students and Low-level Students in Writing Strategy
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Studies
Bibliography
Appendices
Acknowledgements
攻讀學(xué)位期間發(fā)表的學(xué)術(shù)論文目錄


【參考文獻(xiàn)】：
期刊論文
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碩士論文
[1]英語(yǔ)專業(yè)大學(xué)生英語(yǔ)寫作自我效能感與寫作策略的相關(guān)性研究[D]. 吳婉玲.上海外國(guó)語(yǔ)大學(xué) 2019
[2]英語(yǔ)專業(yè)學(xué)生自我效能感與寫作成績(jī)相關(guān)性研究[D]. 劉園園.天津科技大學(xué) 2015



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