科學技術的迅猛發(fā)展,終身教育和終身學習體系的構筑需要人們的自主學習。美國心理學家班杜拉認為,自我效能感是影響學生自主學習能力的一個關鍵因素。統(tǒng)計發(fā)現(xiàn),國內外許多研究者都致力于研究學生的自我效能感與自主學習能力之間的關系,但國外研究者的研究對象多為中學生和高中生。國內研究者的研究對象涉及范圍比較廣,但極少以非英語專業(yè)碩士研究生為研究對象。因此本文以非英語專業(yè)研究生為研究對象,以學習動機策略問卷為基礎,設計了非英語專業(yè)碩士研究生英語自主學習能力調查問卷,致力于研究非英語專業(yè)碩士研究生英語自主學習能力與自我效能感的關系。本文隨機選取200名來自新疆大學的學生和4名來自新疆大學的教師,采用問卷和訪談的方法對以下問題進行研究:(1)非英語專業(yè)碩士研究生英語自主學習能力與英語自我效能感的總體狀況如何?(2)非英語專業(yè)碩士研究生英語自我效能感與自主學習能力之間是否存在相關關系?如果有,是正相關還是負相關?(3)非英語專業(yè)碩士研究生英語自我效能感與英語自主學習能力之間是否存在因果關系?影響程度如何?筆者使用SPSS.19.0來對數(shù)據(jù)進行分析整理,研究結果表明:(1)非英語專業(yè)碩士研究生英語自主學習能力...

【文章頁數(shù)】：99 頁

【學位級別】：碩士

【文章目錄】：
摘要
Abstract
Abbreviations of Key Terms
Chapter1 Introduction
    1.1 Research Background
    1.2 Purposes of the Thesis
    1.3 Significance of the Thesis
    1.4 Organization of the Thesis
Chapter2 Literature Review
    2.1 English Autonomous Learning Ability
        2.1.1 The Definitions and Framework of English Autonomous Learning Ability
        2.1.2 Theoretical Basis of EALA
        2.1.3 Factors Influencing Autonomous Learning Ability
        2.1.4 Measuring Instruments of Autonomous Learning Ability
    2.2 English Self-efficacy
        2.2.1 The Definitions and Framework of Self-efficacy
        2.2.2 Factors Influencing Self-efficacy
        2.2.3 Measuring Instruments of Self-efficacy
    2.3 The Relationship between Self-efficacy and Autonomous Learning Ability
        2.3.1 Self-efficacy and Learning Motivation
        2.3.2 Self-efficacy and Learning Strategy
    2.4 Foreign Researches on the Relationship between Autonomous Learning Ability andSelf-efficacy
    2.5 Domestic Researches on the Relationship between Autonomous Learning Ability andSelf-efficacy
    2.6 Research Gap
Chapter3 Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Interviews for Teachers and Students
    3.4 Data Collection Procedures
Chapter4 Results and Discussion
    4.1 Descriptive Statistics of EALA and English Self-efficacy
        4.1.1 Descriptive Statistics of EALA
        4.1.2 Descriptive Statistics of English Self-efficacy
    4.2 Correlation Analysis of EALA and English Self-efficacy
        4.2.1 Correlation Analysis between EALA and English Self-efficacy
        4.2.2 Correlation Analysis between Learning Motivation and English Self-efficacy
        4.2.3 Correlation Analysis between Learning Strategy and English Self-efficacy
    4.3 Regression Analysis of EALA and English Self-efficacy
        4.3.1 Regression Analysis between English Self-efficacy and EALA
        4.3.2 Regression Analysis between English Self-efficacy and Learning Motivation
        4.3.3 Regression Analysis between English Self-efficacy and Learning Strategy
    4.4 Interviews
        4.4.1 Teachers Interviews
        4.4.2 Students Interviews
    4.5 Discussion
        4.5.1 Overall Situations of NEMPs’EALA and English Self-efficacy
        4.5.2 Correlation Analysis of NEMPs’EALA and English Self-efficacy
        4.5.3 Regression Analysis of NEMPs’EALA and English Self-efficacy
Chapter5 Conclusion
    5.1 Research Findings
    5.2 Implications
        5.2.1 Implications for Teachers
        5.2.2 Implications for Students
    5.3 Limitations and Suggestions
Bibliography
Appendix I
Appendix II
Appendix III
Appendix IV
在讀期間發(fā)表論文清單
Acknowledgments



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