學(xué)業(yè)情緒屬于非智力因素,對(duì)學(xué)生的學(xué)習(xí)過程,學(xué)習(xí)成績(jī)有著重要影響。同時(shí),學(xué)生良好師生關(guān)系的建立,學(xué)習(xí)策略的使用等等也離不開學(xué)業(yè)情緒。英語學(xué)業(yè)情緒定義為學(xué)生在英語教學(xué)和英語學(xué)習(xí)過程中體驗(yàn)到的,與英語學(xué)業(yè)活動(dòng)相關(guān)的各種情緒體驗(yàn),它包括積極高喚醒,積極低喚醒,消極高喚醒以及消極低喚醒。成就目標(biāo)作為動(dòng)機(jī)理論研究的新趨勢(shì),是從社會(huì)認(rèn)知角度來描述個(gè)人能力,對(duì)學(xué)生的英語學(xué)習(xí)有著不可或缺的影響。成就目標(biāo)在本研究中可分為成績(jī)趨近目標(biāo),成績(jī)回避目標(biāo),掌握趨近目標(biāo)和掌握回避目標(biāo)四大類。之前的一些研究已經(jīng)證明了學(xué)業(yè)情緒和成就目標(biāo)存在一定的關(guān)系,但之前這方面的研究很少涉及到高中生和英語學(xué)業(yè)情緒。同樣地,對(duì)于成就目標(biāo)是否對(duì)英語學(xué)業(yè)情緒具有預(yù)測(cè)作用這方面的研究,也不是很多。因此,對(duì)高中生的英語學(xué)業(yè)情緒和成就目標(biāo)進(jìn)行調(diào)查研究是十分有必要的。本研究采用了英語學(xué)業(yè)情緒量表和四分成就目標(biāo)量表,通過對(duì)萍鄉(xiāng)市兩所高中的260名高中生進(jìn)行調(diào)查,旨在得出英語學(xué)業(yè)情緒和成就目標(biāo)的一般特征,弄清楚高中生在英語學(xué)業(yè)情緒和成就目標(biāo)是否存在顯著的性別差異,探索英語學(xué)業(yè)情緒和成就目標(biāo)的相關(guān)性以及成就目標(biāo)對(duì)英語學(xué)業(yè)情緒是否具有預(yù)測(cè)作用。數(shù)據(jù)分析結(jié)... 

【文章來源】：江西師范大學(xué)江西省

【文章頁數(shù)】：82 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One:Introduction
    1.1.Background of the Study
    1.2.Purpose and Significance of the Study
    1.3.Framework of the Thesis
Chapter Two Literature Review
    2.1 Concept of English Academic Emotions
        2.1.1 The Definitions of English Academic Emotions
        2.1.2 Classifications of English Academic Emotions
        2.1.3 Measurements of English Academic Emotions
    2.2 The Control-Value Theory of English Academic Emotions
    2.3 The Definitions of Achievements Goals
    2.4 The Development of Achievement Goals
        2.4.1 One-Factor Theory
        2.4.2 Dichotomous Achievement Goals Framework
        2.4.3 Trichotomous Achievement Goals Framework
        2.4.4 2×2 Achievement Goals Framework
        2.4.5 Multiple Goals Framework
        2.4.6 The3×2 Model of Achievement Goals
        2.4.7 Measurements of Achievement Goals
    2.5 Related Research at Home and Abroad
        2.5.1 Research on English Academic Emotions and Achievement GoalsAbroad
        2.5.2 Research on English Academic Emotions and Achievement Goals atHome
Chapter Three Research Design and Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 English Academic Emotions Questionnaire
        3.3.2 Achievement Goals Questionnaire
    3.4 Data Collection and Data Analysis
Chapter Four Results and Data Analysis
    4.1 The Characteristics of English Academic Emotions and Achievement Goals
        4.1.1 The Overall Characteristics of English Academic Emotions
        4.1.2 Detailed Analysis of the Four Sub-Dimensions of English AcademicEmotions
        4.1.3 The Overall Characteristics of Achievement Goals
        4.1.4 Detailed Analysis of the Four Sub-Dimensions of Achievement Goals
    4.2 The Gender Difference on English Academic Emotions and AchievementGoals
        4.2.1 The Gender Difference on English Academic Emotions
        4.2.2 The Gender Difference on Achievement Goals
    4.3 The Relationship between English Academic Emotions and AchievementGoals
        4.3.1 Correlation between English Academic Emotions and AchievementGoals
    4.4 Regression Analysis of Achievement Goals towards English AcademicEmotions
Chapter Five Conclusions
    5.1 Major Findings of the Research
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Future Study
Bibliography
AppendixⅠ 英語學(xué)業(yè)情緒調(diào)查問卷
AppendixⅡ 四分成就目標(biāo)調(diào)查問卷
Acknowledgement
在讀期間公開發(fā)表論文（著）及科研情況



本文編號(hào)：3160511