發(fā)布時(shí)間：2024-12-22 03:14

　　眾所周知,英語(yǔ)寫作能力作為學(xué)生英語(yǔ)語(yǔ)言技能的一個(gè)重要方面,是衡量學(xué)生英語(yǔ)語(yǔ)言掌握能力的重要指標(biāo)。但是大量研究表明,英語(yǔ)寫作作為一種綜合、復(fù)雜的認(rèn)知活動(dòng)和情感活動(dòng),是最具挑戰(zhàn)性的任務(wù)之一,并且學(xué)生對(duì)寫作普遍缺乏信心。因此,影響學(xué)生寫作能力的心理因素受到了廣泛關(guān)注。在眾多的心理因素中,其中自我效能感在學(xué)生英語(yǔ)寫作中發(fā)揮至關(guān)重要的作用。自我效能感的概念由班杜拉提出,它是指?jìng)�(gè)體對(duì)自己完成任務(wù)的信心。至于寫作自我效能感,則是指是指?jìng)�(gè)體對(duì)自我寫作能力的評(píng)價(jià),特別是對(duì)恰當(dāng)使用特定寫作技能和完成具體寫作任務(wù)能力的信念。班杜拉認(rèn)為,無(wú)論學(xué)習(xí)者的實(shí)際寫作能力如何,具有較高水平寫作自我效能感的人會(huì)有更好的寫作表現(xiàn)�；�于社會(huì)認(rèn)知理論,本文結(jié)合定量和定性的研究方法回答了以下問(wèn)題:(1)高中生的英語(yǔ)寫作自我效能感現(xiàn)狀如何?(2)高中生的英語(yǔ)寫作自我效能感是否與寫作成績(jī)顯著相關(guān)?(3)寫作自我效能感水平不同的學(xué)生的寫作表現(xiàn)是否存在顯著差異?本研究的被試者是100名來(lái)自吉安三中的高中生。本文采用的調(diào)查問(wèn)卷分為寫作任務(wù)自我效能感和寫作技能自我效能感兩個(gè)維度。SPSS數(shù)據(jù)分析顯示問(wèn)卷具有較好的信度和效度。另外,本文通過(guò)無(wú)錯(cuò)...

【文章頁(yè)數(shù)】：70 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
        1.3.1 Theoretical Significance of the Study
        1.3.2 Practical Significance of the Study
    1.4 Layout of the Study
Chapter2 Literature Review
    2.1 An Overview of Self-efficacy
        2.1.1 Definitions of Self-efficacy
        2.1.2 Functions of Self-efficacy
        2.1.3 Sources of Self-efficacy
        2.1.4 Definitions of Writing Self-efficacy
    2.2 Social Cognitive Theory
    2.3 Related Studies on Writing Self-efficacy
        2.3.1 Related Studies on the Status of Students’Writing Self-efficacy
        2.3.2 Related Studies on Relationship between Writing Self-efficacy and Writing Performance
        2.3.3 Related Studies on Variables Influencing Writing Self-efficacy
    2.4 Summary
Chapter3 Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Writing Self-efficacy Questionnaire
        3.3.2 Interview
        3.3.3 English Writing Test
    3.4 Research Procedures
        3.4.1 Data Collection
        3.4.2 Data Analysis
    3.5 Measurements
        3.5.1 Measurement of Accuracy
        3.5.2 Measurement of Fluency
        3.5.3 Measurement of Syntactic Complexity
Chapter4 Results and Discussion
    4.1 Results of Questionnaire
    4.2 Results of the Current State of Students’Writing Self-efficacy
        4.2.1 Results of Students’Writing Task Self-efficacy
        4.2.2 Results of Students’Writing Skill Self-efficacy
    4.3 Results of the Relationship between Writing Self-efficacy And Writing Performance
        4.3.1 Results of the Relationship between Writing Self-efficacy And Accuracy
        4.3.2 Results of the Relationship between Writing Self-efficacy And Fluency
        4.3.3 Results of the Relationship between Writing Self-efficacy And Syntactic Complexity
    4.4 Results of the Difference in Writing Performance among Students with Different Writing Self-efficacy Level
        4.4.1 Results of the Difference in Accuracy among Students with Different Writing Self-efficacy Level
        4.4.2 Results of the Difference in Fluency among Students with Different Writing Self-efficacy Level
        4.4.3 Results of the Difference in Syntactic Complexity among Students with Different Writing Self-efficacy Level
    4.5 Results of the Interview
    4.6 Discussion on the Results
        4.6.1 Discussion on Current State of Students’Writing Self-efficacy
        4.6.2 Discussion on the Relationship between Writing Self-efficacy and Writing Performance
        4.6.3 Discussion on the Difference in Writing Performance among Students with Different Writing Self-efficacy Level
    4.7 Summary
Chapter5 Conclusion and Implication
    5.1 Major Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations of the Study
    5.4 Suggestions for the Future Research
Bibliography
AppendixⅠ
AppendixⅡ
Appendix Ⅲ
Acknowledgments



本文編號(hào)：4019344