科學(xué)技術(shù)的迅猛發(fā)展,終身教育和終身學(xué)習(xí)體系的構(gòu)筑需要人們的自主學(xué)習(xí)。美國(guó)心理學(xué)家班杜拉認(rèn)為,自我效能感是影響學(xué)生自主學(xué)習(xí)能力的一個(gè)關(guān)鍵因素。統(tǒng)計(jì)發(fā)現(xiàn),國(guó)內(nèi)外許多研究者都致力于研究學(xué)生的自我效能感與自主學(xué)習(xí)能力之間的關(guān)系,但國(guó)外研究者的研究對(duì)象多為中學(xué)生和高中生。國(guó)內(nèi)研究者的研究對(duì)象涉及范圍比較廣,但極少以非英語(yǔ)專業(yè)碩士研究生為研究對(duì)象。因此本文以非英語(yǔ)專業(yè)研究生為研究對(duì)象,以學(xué)習(xí)動(dòng)機(jī)策略問(wèn)卷為基礎(chǔ),設(shè)計(jì)了非英語(yǔ)專業(yè)碩士研究生英語(yǔ)自主學(xué)習(xí)能力調(diào)查問(wèn)卷,致力于研究非英語(yǔ)專業(yè)碩士研究生英語(yǔ)自主學(xué)習(xí)能力與自我效能感的關(guān)系。本文隨機(jī)選取200名來(lái)自新疆大學(xué)的學(xué)生和4名來(lái)自新疆大學(xué)的教師,采用問(wèn)卷和訪談的方法對(duì)以下問(wèn)題進(jìn)行研究:(1)非英語(yǔ)專業(yè)碩士研究生英語(yǔ)自主學(xué)習(xí)能力與英語(yǔ)自我效能感的總體狀況如何?(2)非英語(yǔ)專業(yè)碩士研究生英語(yǔ)自我效能感與自主學(xué)習(xí)能力之間是否存在相關(guān)關(guān)系?如果有,是正相關(guān)還是負(fù)相關(guān)?(3)非英語(yǔ)專業(yè)碩士研究生英語(yǔ)自我效能感與英語(yǔ)自主學(xué)習(xí)能力之間是否存在因果關(guān)系?影響程度如何?筆者使用SPSS.19.0來(lái)對(duì)數(shù)據(jù)進(jìn)行分析整理,研究結(jié)果表明:(1)非英語(yǔ)專業(yè)碩士研究生英語(yǔ)自主學(xué)習(xí)能力...

【文章頁(yè)數(shù)】：99 頁(yè)

【學(xué)位級(jí)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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