本文選題：小學生　切入點：英語學業(yè)情緒　出處：《山東師范大學》2017年碩士論文

【摘要】：作為語言學習的重要影響因素之一,英語學習自我效能感早在上世紀70年代起便成為中西方學者關(guān)注的焦點。英語學業(yè)情緒這一話題自上世紀90年代以來也得到國內(nèi)外研究者的極大的關(guān)注。通過分析以往的研究,筆者發(fā)現(xiàn)研究者對學習自我效能感的研究相對較多,但關(guān)于小學生的英語學習自我效能感的研究卻比較少。學業(yè)情緒是近年來一個比較新的話題,小學生學業(yè)情緒的相關(guān)研究可謂罕見。本研究旨在探討小學生的英語學習自我效能感、英語學業(yè)情緒與他們的英語學業(yè)成績之間的相關(guān)關(guān)系,但在文獻檢索中筆者并沒有發(fā)現(xiàn)關(guān)于小學生的三者的相關(guān)研究。本研究的目的在于探討三者之間的相關(guān)性,旨在為學校和教師提供一定的管理和教學的建議,以期提高小學生英語學習成績。筆者也希望通過此研究能為提高小學英語教學質(zhì)量、改善學困現(xiàn)象貢獻自己的微薄之力。本研究四個主要的研究問題是:(1)小學生英語學習自我效能感以及英語學業(yè)情緒在不同性別、年級和英語學習水平上是否存在顯著差異?(2)小學生英語學習自我效能感、英語學習情緒與英語學習成績之間是否存在相關(guān)性?(3)小學生英語學習自我效能感和英語學業(yè)情緒的特定維度是否能預(yù)測其英語學習成績?(4)英語學習自我效能感是否在小學生英語學業(yè)情緒和英語學業(yè)成績中起中介作用?筆者選取了山東淄博市皇冠小學291名3年級至5年級的學生作為被試。通過問卷調(diào)查,筆者了解到被調(diào)查的小學生的英語學習自我效能感、英語學業(yè)情緒與他們的英語學業(yè)成績的基本情況。然后,本研究采用SPSS 17.0對調(diào)查問卷得到的數(shù)據(jù)進行分析。本研究的主要發(fā)現(xiàn)如下:(1)(1)關(guān)于小學生英語學習效能感的總體水平及其在性別、年級、學習水平上的差異,研究結(jié)果表明:被調(diào)查的小學生具有較高的英語學習自我效能感;女生自我效能感顯著高于男生,男生和女生的自我效能感存在極顯著差異;不同年級小學生英語學習自我效能感差異極顯著,小學生英語學習自我效能感隨著年級升高而下降;高分組學生的英語學習自我效能感得分顯著高于低分組。(2)關(guān)于小學生英語學業(yè)情緒的總體水平及其在性別、年級、學習水平上的差異,研究結(jié)果表明:被調(diào)查的小學生在學習英語時體會較多的積極學習情緒和較少的消極學習情緒;除了積極的高喚醒情緒以外,小學生的其它三種學業(yè)情緒在性別上沒有達到顯著水平;本研究調(diào)查的小學生在四種學業(yè)情緒上均存在年級差異,同時四年級是學業(yè)情緒發(fā)展的轉(zhuǎn)折點,學生的學業(yè)情緒在此時發(fā)生顯著變化;高分組的學生與低分組學生的學業(yè)情緒具有顯著差異。(2)英語學習自我效能感、英語學業(yè)情緒和英語學習成績的相關(guān)分析結(jié)果表明:英語學習的總體自我效能感及其三個維度與積極高喚醒和積極低喚醒的學業(yè)情緒呈顯著正相關(guān),與消極高喚醒和消極低喚醒的學業(yè)情緒呈顯著負相關(guān);英語學習自我效能感與英語學業(yè)成績與呈顯著正相關(guān);學業(yè)情緒的四個維度與學業(yè)成績存在顯著相關(guān)。(3)回歸分析結(jié)果顯示自我效能感和學業(yè)情緒對學業(yè)成績有顯著的預(yù)測作用,因此自我效能感和學業(yè)情緒是學業(yè)成績的良好預(yù)測因子。(4)英語學業(yè)情緒在英語自我效能感與英語學業(yè)成績之間起部分中介作用。在上述研究的基礎(chǔ)上,作者為學校和教師提出了一些建議,以期指導(dǎo)小學生提高他們的英語學習自我效能感并發(fā)展積極的英語學習情緒,從而提高他們的英語學習成績。最后,作者提出了本研究的局限性,并提出了進一步研究的建議。
[Abstract]:One of the most important factors in language learning, English learning self-efficacy has become the focus of attention of western scholars in the early 70s. The topic of English academic emotions since the last century since 90s has been the domestic and foreign researchers paid great attention to. Through the analysis of the previous research, the author found that the Research on learning self efficacy is relatively more, but on the students' English learning self-efficacy research is relatively few. Academic emotion is a relatively new topic, the related research is pupils' academic emotions rare. This study aims to explore the students' English learning self-efficacy, the relationship between English academic emotions and their English academic achievement, but the research about three pupils were not found in the literature retrieval. The purpose of this study is to investigate The correlation between the three, in order to provide some suggestions for the teaching and management of schools and teachers, in order to improve the students' English learning achievement. The author also hopes that this research can improve the quality of English Teaching in primary school, improve with learning difficulties phenomenon of their modest. In this study, four main research questions are: (1) primary school students English learning self-efficacy and English academic emotions in different gender, grade and whether there are significant differences in English learning level? (2) primary school students English learning self-efficacy, English learning emotion and learning English if there is a correlation between achievement? (3) primary school students English learning self-efficacy and specific dimensions of English academic emotions can predict their achievements in English? (4) English learning self-efficacy in students English academic emotions and academic achievement in mediating the author? The Shandong Zibo City crown 291 primary school grade 3 to grade 5 students as the subjects. Through the questionnaire survey, the author learned survey of pupils' English learning self-efficacy, basic English academic emotions and their English achievement. Then, this study analyzed using questionnaire on SPSS 17 the data. The major findings of this study are as follows: (1) (1) on the overall level of primary school students English learning self-efficacy and learning differences in gender, grade, level, research results show that the surveyed students with higher English learning self-efficacy; self-efficacy of girls was significantly higher than that of boys, boys and the girls' self-efficacy had significant differences in different grades; students English learning self-efficacy significantly, students English learning self-efficacy decreased with increasing grade; The high score students' English learning self-efficacy scores were significantly higher than the low group. (2) the overall level of primary school students' English academic emotions and learning differences in gender, grade, level, research results show that the surveyed students in learning English experience more positive learning emotions and less negative emotions in learning; besides the positive high arousal emotions, pupils of other three kinds of academic emotions in gender did not reach the significant level; the investigation of pupils in four kinds of academic emotions are grade differences, while four year is a turning point in the development of students' academic emotions, academic emotions significantly changed at this time; students with significant difference the high score and low score students of academic emotions. (2) English learning self-efficacy, correlation analysis of English academic emotions and English learning achievements. The results showed that: English Learning the general self-efficacy and the three dimensions and positive high arousal and positive low arousal academic emotions were positively correlated, negatively correlated with negative high arousal and negative low arousal academic emotions; English learning self-efficacy and English academic achievement and positively correlated; there was significant correlation with the four dimensions the academic achievement of academic emotions. (3) the results of regression analysis showed that self-efficacy and academic emotion have significant predictive effect on academic achievement, therefore, self-efficacy and academic emotion is a good predictor of academic achievement. (4) the part of the intermediary role between English academic emotions in English self-efficacy and English learning achievements. On the basis of the above research, the author put forward some suggestions for schools and teachers, to guide students to improve their English learning self-efficacy and positive development of English learning In the end, the author puts forward the limitations of this study and puts forward some suggestions for further research.

【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.31

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