高中生英語學(xué)習(xí)成敗的自我歸因調(diào)查
發(fā)布時間：2021-12-23 07:45
近年來,隨著英語教學(xué)理念的不斷更新,英語教學(xué)效果成為了教育領(lǐng)域關(guān)注的焦點。作為影響教學(xué)效果的重要因素之一,歸因受到了學(xué)者們的廣泛關(guān)注。歸因是指人們把自己所能感知到的關(guān)于自身或他人的成功或失敗的結(jié)果歸咎于某一種或幾種原因,即人們對自己或他人的行為及結(jié)果進(jìn)行分析,推論其產(chǎn)生原因的過程。歸因理論探討的是人們對過去行為的解釋,是一種以認(rèn)知的觀點看待動機(jī)的理論,它在很大程度上影響著學(xué)生的學(xué)習(xí)動機(jī)和教師的教學(xué)效果。大多數(shù)研究表明學(xué)生有意識進(jìn)行自我歸因且歸因的取向會影響學(xué)生的學(xué)習(xí)成績及教師教學(xué)效果。但這些研究大多數(shù)是以大學(xué)生為受試對象,很少有針對高中生的相關(guān)研究�；诖�,本文將對高中生英語學(xué)習(xí)成敗自我歸因進(jìn)行研究。本文主要調(diào)查了牡丹江市第二高級中學(xué)學(xué)生的英語學(xué)習(xí)成敗歸因情況,并對成功英語學(xué)習(xí)者和失敗英語學(xué)習(xí)者的歸因取向進(jìn)行了探究。本研究對該高中四個班級的240位學(xué)生進(jìn)行了調(diào)查,有效問卷208份。所用問卷是郭亨杰主編的《心理學(xué)—學(xué)習(xí)與應(yīng)用》中歸因理論一章所提供的歸因調(diào)查問卷。通過問卷結(jié)果得出高中生有自我歸因的意識與習(xí)慣,且英語學(xué)習(xí)成功者與英語學(xué)習(xí)失敗者的歸因傾向存在明顯差異。本研究運用現(xiàn)代化統(tǒng)計方法S...
【文章來源】：牡丹江師范學(xué)院黑龍江省
【文章頁數(shù)】：62 頁
【學(xué)位級別】：碩士
【文章目錄】：
中文摘要
Abstract
Chapter1 Introduction
1.1 Research Background
1.2 Research Purpose and Significance
1.3 Organization of the Thesis
Chapter2 Literature Review
2.1 The Definition of Attribution
2.2 The Development of Attribution Theory
2.2.1 Heider’s Attribution Theory
2.2.2 Weiner’s Attribution Theory
2.3 The Relationship between Attribution and Learning
2.4 Relevant Studies on the Attribution in Foreign Language Learning
2.4.1 Relevant Studies on the Attribution in Foreign Language Learning Abroad
2.4.2 Relevant Studies on the Attribution in Foreign Language Learning at Home
Chapter3 Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Methods
3.3.1 Questionnaire for Students
3.3.2 Interview for Teachers
3.4 Data Collection and Research Procedures
Chapter4 Data Presentation and Discussion
4.1 The Analysis and Discussion of Questionnaire
4.1.1 Current Situation of High School Students’Self-attribution of English learning
4.1.2 Analysis of Successful English Learner’s Self-attribution Characteristics
4.1.3 Analysis of Unsuccessful English Learner’s Self-attribution Characteristics
4.1.4 The Influences of Different Attributions on High School Students’Self-attribution
4.2 The Analysis and Discussion of Interview
Chapter5 Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations and Suggestions for Future Research
References
Acknowledgements
Appendix Ⅰ
Appendix Ⅱ
本文編號：3548086
【文章來源】：牡丹江師范學(xué)院黑龍江省
【文章頁數(shù)】：62 頁
【學(xué)位級別】：碩士
【文章目錄】：
中文摘要
Abstract
Chapter1 Introduction
1.1 Research Background
1.2 Research Purpose and Significance
1.3 Organization of the Thesis
Chapter2 Literature Review
2.1 The Definition of Attribution
2.2 The Development of Attribution Theory
2.2.1 Heider’s Attribution Theory
2.2.2 Weiner’s Attribution Theory
2.3 The Relationship between Attribution and Learning
2.4 Relevant Studies on the Attribution in Foreign Language Learning
2.4.1 Relevant Studies on the Attribution in Foreign Language Learning Abroad
2.4.2 Relevant Studies on the Attribution in Foreign Language Learning at Home
Chapter3 Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Methods
3.3.1 Questionnaire for Students
3.3.2 Interview for Teachers
3.4 Data Collection and Research Procedures
Chapter4 Data Presentation and Discussion
4.1 The Analysis and Discussion of Questionnaire
4.1.1 Current Situation of High School Students’Self-attribution of English learning
4.1.2 Analysis of Successful English Learner’s Self-attribution Characteristics
4.1.3 Analysis of Unsuccessful English Learner’s Self-attribution Characteristics
4.1.4 The Influences of Different Attributions on High School Students’Self-attribution
4.2 The Analysis and Discussion of Interview
Chapter5 Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations and Suggestions for Future Research
References
Acknowledgements
Appendix Ⅰ
Appendix Ⅱ
本文編號：3548086
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