本文關(guān)鍵詞：高中生英語(yǔ)學(xué)業(yè)自我概念與學(xué)業(yè)成績(jī)的相關(guān)性研究，由筆耕文化傳播整理發(fā)布。

【摘要】：在第二語(yǔ)言學(xué)習(xí)過(guò)程中,學(xué)習(xí)者間存在著個(gè)體差異。其中,學(xué)習(xí)者情感差異中的自我概念在二語(yǔ)學(xué)習(xí)中起到重要的影響作用,一直深受國(guó)內(nèi)外研究學(xué)者的關(guān)注。本文通過(guò)對(duì)高中生英語(yǔ)學(xué)業(yè)自我概念的調(diào)查,探索高中生英語(yǔ)學(xué)業(yè)自我概念與英語(yǔ)學(xué)業(yè)成績(jī)的關(guān)系。為了考察英語(yǔ)學(xué)業(yè)自我概念與英語(yǔ)學(xué)業(yè)成績(jī)的關(guān)系,本文主要探討以下三個(gè)問(wèn)題：1.英語(yǔ)學(xué)業(yè)自我概念與英語(yǔ)學(xué)業(yè)成績(jī)是否存在相關(guān)性：2.具體維度英語(yǔ)學(xué)業(yè)自我概念與整體英語(yǔ)學(xué)業(yè)自我概念間是否存在相關(guān)性：3.性別、年級(jí)因素對(duì)英語(yǔ)學(xué)業(yè)自我概念的影響。本研究采用問(wèn)卷調(diào)查的方法,對(duì)來(lái)自臨桂中學(xué)的高一至高二的176名學(xué)生的英語(yǔ)學(xué)業(yè)自我概念進(jìn)行調(diào)查,并收集學(xué)生的英語(yǔ)期末考試成績(jī)作為英語(yǔ)學(xué)業(yè)成績(jī)的標(biāo)準(zhǔn)。最后利用SPSS統(tǒng)計(jì)軟件對(duì)數(shù)據(jù)進(jìn)行相關(guān)性分析和獨(dú)立樣本t檢驗(yàn)以驗(yàn)證研究結(jié)果。統(tǒng)計(jì)分析結(jié)果如下：第一,高中生英語(yǔ)學(xué)業(yè)學(xué)業(yè)自我概念與其英語(yǔ)學(xué)業(yè)成績(jī)之間存在顯著正相關(guān)。學(xué)生整體英語(yǔ)學(xué)業(yè)自我概念與閱讀自我概念對(duì)其英語(yǔ)學(xué)業(yè)成績(jī)均有積極影響并可以作為預(yù)測(cè)英語(yǔ)學(xué)業(yè)成績(jī)的因素之一。第二,英語(yǔ)具體維度的相關(guān)自我概念中,閱讀自我概念與英語(yǔ)整體自我概念的關(guān)聯(lián)性最大,且英語(yǔ)自我概念與口語(yǔ)自我概念也存在明顯的正相關(guān)。第三,英語(yǔ)學(xué)業(yè)自我概念對(duì)英語(yǔ)學(xué)業(yè)成績(jī)的影響存在年級(jí)差異。整體英語(yǔ)學(xué)業(yè)自我概念與英語(yǔ)學(xué)業(yè)成績(jī)之間的相關(guān)性隨著英語(yǔ)學(xué)習(xí)者年級(jí)的上升而上升。性別差異顯著存在于學(xué)生的英語(yǔ)自我概念各方面。男生的整體英語(yǔ)自我概念和閱讀自我概念均低于女生。本研究建議在外語(yǔ)教學(xué)過(guò)程中,高中英語(yǔ)教師高度重視學(xué)生的英語(yǔ)學(xué)業(yè)自我概念在外語(yǔ)學(xué)習(xí)中的作用與影響,積極有效的幫助學(xué)生正確認(rèn)識(shí)和形成自身的良好的英語(yǔ)學(xué)業(yè)自我概念,并且同時(shí)高中生也積極付出努力,提高英語(yǔ)學(xué)習(xí)學(xué)業(yè)質(zhì)量。
【關(guān)鍵詞】：英語(yǔ)學(xué)業(yè)自我概念 學(xué)習(xí)成績(jī) 相關(guān)性
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41
【目錄】：

• 摘要3-4
• Abstract4-7
• Abbreviations7-11
• Chapter 1 Introduction11-15
• 1.1 Background of the study11-12
• 1.2 Purpose of the study12-13
• 1.3 Significance of the study13-14
• 1.4 Outline of the thesis14-15
• Chapter 2 Literature Review15-30
• 2.1 Self-concept15-17
• 2.1.1 Definition of self-concept15-16
• 2.1.2 Structure of self-concept16-17
• 2.2 Academic self-concept17-21
• 2.2.1 Definition of academic self-concept17-18
• 2.2.2 Multidimensionality of academic self-concept18-20
• 2.2.3 The gender and grade-level difference of academic self-concept20-21
• 2.3 English academic self-concept21-24
• 2.3.1 Definition and structure of English academic self-concept21-22
• 2.3.2 Definition of specific English self-concept dimensions22-24
• 2.4 Related theories24-26
• 2.4.1 Affective-filter hypothesis24-25
• 2.4.2 Reinforcement motivation25-26
• 2.5 Previous studies about the relationship between academic self-concept and academic learning achievement abroad and at home26-30
• Chapter 3 Methodology30-34
• 3.1 Research questions30-31
• 3.2 Method31-34
• 3.2.1 Participants31
• 3.2.2 Instrument31-32
• 3.2.3 Data collection32-33
• 3.2.4 Data analysis33-34
• Chapter 4 Results and Discussion34-49
• 4.1 Correlation analysis between English academic self-concept and English learning achievement34-38
• 4.1.1 Correlation analysis between global English academic self-concept and English learning achievement34-35
• 4.1.2 Correlation between specific English academic self-concept dimensions and general English academic self-concept35-37
• 4.1.3 Correlations between specific English academic self-concept dimensions and English learning achievement37-38
• 4.2 Gender difference in English academic self-concept38-40
• 4.3 Grade-level difference in English academic self-concept40-42
• 4.4 Discussion42-48
• 4.4.1 Correlation between global English academic self-concept and English learning achievement42-43
• 4.4.2 Correlation between specific English academic self-concept dimensions and global English academic self-concept43-44
• 4.4.3 Correlation between specific English academic self-concept dimensions and English learning achievement44-45
• 4.4.4 The effective gender difference of male and female students in English academic self-concept45-46
• 4.4.5 The effective grade-level difference in English academic self-concept46-48
• 4.5 Major findings48-49
• Chapter 5 Suggestion49-57
• 5.1 Guiding students to build up and develop learning confidence and responsibility49-51
• 5.2 Giving positive feedback and evaluation to students51-52
• 5.3 Teaching students with the gender characteristics52-53
• 5.4 Thinking highly of reading teaching53-55
• 5.5 Building up scientific English learning self-cognition55-57
• 5.5.1 Establishing positive English learning attitude55
• 5.5.2 Setting up specific English learning goals55-57
• Chapter 6 Conclusion57-60
• 6.1 Summary of the study57-58
• 6.2 Implications of the study58-59
• 6.3 Limitations of the study59-60
• Appendix60-63
• References63-68
• 在校期間的研究成果及發(fā)表的學(xué)術(shù)論文68-69
• Acknowledgements69-70

  本文關(guān)鍵詞：高中生英語(yǔ)學(xué)業(yè)自我概念與學(xué)業(yè)成績(jī)的相關(guān)性研究，，由筆耕文化傳播整理發(fā)布。

本文編號(hào)：433310