浙江科技學(xué)院英語專業(yè)學(xué)生學(xué)習(xí)

1、木文對(duì)浙江科技學(xué)院語言文學(xué)學(xué)院英語專業(yè)學(xué)生開展學(xué)習(xí)效能感問卷調(diào)查， 研究了英語專業(yè)學(xué)生對(duì)于學(xué)習(xí)效能感的普遍認(rèn)識(shí)與重視程度。研究發(fā)現(xiàn)學(xué)生的個(gè) 性，學(xué)習(xí)動(dòng)機(jī)，學(xué)生感知教師的支持行為，家庭環(huán)境，班級(jí)動(dòng)機(jī)氛i韋i,學(xué)校第二 課堂的開辟對(duì)學(xué)生的自我學(xué)習(xí)效能感都有一定影響，另一方面口我效能感對(duì)學(xué)生 的學(xué)習(xí)和生活有很大意義。本文還結(jié)合調(diào)杳結(jié)果從學(xué)生，教師，家庭，班級(jí)，學(xué) 校這幾個(gè)角度探索了提高英語學(xué)習(xí)效能感的具體舉措。關(guān)鍵詞：學(xué)習(xí)效能感；問卷調(diào)查；影響因索；具體舉措abstractthis paper gives a questionnaire survey to some english major st

2、udents in zhejianguniversity of science and technology by random sampling to know students1understandingand importance learning self-efficacy. it showed that there are five influential factors with self-efficacylearning motivation, personality, teachers1expectations, class atmosphere, familyenvironm

3、ent and campus surroundingsin return, self-efficacy also has great significance totheir study and life. it finally discusses possible measures taken to improve self-efficacy onlearning english according to the results of the questionnaire.key words：learning self-efficacy; questionnaire survey; influ

4、ence factor; measurel introduction.錯(cuò)誤！未定義書簽。2. academic self-efficacy.錯(cuò)誤！未定義書簽。2.1 origin and definition.錯(cuò)誤！未定義書簽。contents2.2 current research2.2.1 factors self-efficacy affects.錯(cuò)誤！ 未定義書簽。222 factors affecting self-efficacy. 33 questionnaire survey on english major students in zust.631 students unde

5、rstanding and importance to learning self-efficacy.63.2 influence factors with self-efficacy.73.2.1 student perspective.7322 teacher perspective. 83.2.3 family perspective. 103.2.4 class perspective.113.2.5 school perspective. 123.3 significance to students* study and life. 124 measures to be taken

6、to improve self-efficacy.134.1 student perspective.134.2 teacher perspective.134.3 family perspective.154.4 class perspective.154.3 school perspective.165. conclusion. 18acknowledgements.錯(cuò)誤！ 未定義書簽。references.201 introductionthe importance the academic self-efficacy make is more and more obvious, esp

7、ecially inthe field of foreign language instruction. as the english-learning in a persons middle school ismerely designed for the university entrance examination and the cultivation of students1verbalability is ignoredafter entering the university, students easily have no confidence on theirability

8、of english listening, speaking, reading and writing (lsrw). on the other hand, thelsrw ability of students who come from big cities or some rich areas is always higher thanthose from small cities or some remote places. as a result, the difference of learning basisstimulates a big fall in the weak st

9、udents1hearts. then the improvement of the sense of self-efficacy is an urgency which can increase confidence of all the students. the study of how toimprove self-efficacy has the value in theory and practice.in order to improve college students perceived english-learning self-efficacy, and canmake

10、students experience more success in the process of their study of english, offer studentsproper models and modes, and guide students insetting proper studying goals and conductstudents in proper self-attribution, this paper will first collect world-wide study on learningself-efficacy to know the def

11、inition of self-efficacy and its relationships with some learningtypes, then give a questionnaire survey on english major students in zhejiang university ofscience and technology, and finally discuss about possible measures to be taken to improveself-efficacy on learning english according to the res

12、ults of the questionnaire.12academic self-efficacyrigin and definitionthe concept of self-efficacy lies at the center bandura social cognitive theory, whichemphasizes the role of observational learning and social experience in the development ofpersonality. bandura defines self-efficacy as people、be

13、lief in their ability to succeed inspecific situations. according to banduras theory, people with high self-efficacythat is,those who believe they can perform wellare more likely to view difficult tasks as somethingto be mastered rather than something to be avoided.academic self-efficacy refers to a

14、 student belief that he or she can successfully engage inand complete course-specific academic tasks, such as accomplishing course outcomes,demonstrating competency skills used in the course, satisfactorily completing assignments,passing the course, and meeting the requirements to continue on in his

15、 or her major111.urrent research2.2.1 factors self-efficacy affectsself-efficacy affects human behaviour. people will be more inclined to take on a task ifthey believe they can succeed. people generally avoid tasks where their self-efficacy is low, butwill engage in tasks where their self-efficacy i

16、s high. people with a self-efficacy too higher thantheir actual ability often overestimate their ability to complete tasks, which can lead todifficulties. on the other hand, people with a self-efficacy significantly lower than their abilityare unlikely to grow and expand their skills. research shows

17、 that the optimum5level of self-efficacy is a little above ability, which encourages people to tackle challenging tasks and gainvaluable experience121.self-efficacy affects motivation of human. people with high self-efficacy in a task aremore likely to make more of an effort, and persist longer than

18、 those with low efficacy11. thestronger the self-efficacy or mastery expectations, the more active the efforts141- on the otherhand, high self-efficacy provides an incentive to learn more about the subject. as a result, aperson with a high self-efficacy may prepare sufficiently for a task.self-effic

19、acy affects peoples idea on destiny. bandura showed that people of differing self-efficacy perceive the world in fundamentally different ways151. people with a high self-efficacyare generally of the opinion that they are in control of their own lives; that their own actionsand decisions shape their

20、lives. on the other hand, people with low self-efficacy may see theirlives as somewhat out of their hands.domestic research by yong zhou and qi dong showed that there are three factors thataffect students1self-control on their study, they are learning motivation, attribution and self-efficacy. accor

21、ding to the further research, they found that the factor of self-efficacy plays themost important role of the matter and attribution is the second, learning motivation the least.xingye yu, master of education from nanjing normal university, argued that perceivedacademic self-efficacy is the good八pre

22、dictive tool” of academic achievements. suchimportant learning variables as perceived academic self-efficacy and attribution, goal setting,learning interests, learning and examination anxiety, self-regulating have very close relation.perceived academic self-efficacy directly influences the academic

23、achievements on one hand,and also affects them by influencing the above variables on the other hand. perceived academicself-efficacy, therefore, is of great significance for the students1learning and their developmentof whole lif2.2.2 factors affecting self-efficacythere are several factors that aff

24、ect self-efficacy. bandura pointed out four sourcesaffecting self-efficacy, that was enactive attainment, vicarious experience, social persuasionsand physiological factors. first of all,hmastery experiencehis the most important factorleading a persons self-efficacysimply put, success raises self-eff

25、icacy, failure lowers it.secondly, when people see someone succeeding at something, their self-efficacy will increase;and when they see people failing, their self-efficacy will decrease. this process is moreeffectual when a person sees himself or herself as similar to his or her own model. if a peer

26、who is perceived as having similar ability succeeds, this will usually increase an observers self-efficacy. although not as influential as experience, modeling is a powerful influence when aperson is particularly unsure of himself or herself. thirdly, social persuasions relate toencouragements and d

27、iscouragements. it can have a strong influencemost people remembertimes where something said to them significantly altered their confidence. while positivepersuasions increase self-efficacy, negative persuasions decrease it. it is generally easier todecrease someones self-efficacy than to increase i

28、t. fourthly, in unusual, stressful situations,people commonly exhibit signs of distress like shakes, aches and pains, fatigue, fear, nausea,etc. a persons perceptions of these responses can markedly alter a persons self-efficacy. it isthe persons belief in the implications of their physiological res

29、ponse that alters their self-efficacy, rather than the sheer power of the response8.research by master ziyin pan from archivenational cheng kung university showedthe relationships among perceived teacher expectation, academic attribution, self-efficacy onthe school work and achievement of senior hig

30、h school and vocational high schools second-grade students- as for the different perceptions of teacher expectation facet, students of highperceptions of teacher expectation had intrinsic academic attribution, higher self-efficacy of theschool work and higher academic achievement. as for the relatio

31、nship between the academicattribution and academic achievement facet, there was a positive relationship between intrinsicacademic attribution and academic achievement. as for the relationship between self-efficacyon the school work and academic achievement facet, the relationship between effort-insi

32、stencyand academic achievement was the highest.another research by xiujun zhang from archivenational pingdong educationaluniversity was to explore the social comparison of directions and effects of academicperformance of elementary school students. upward and similar comparisons tended to havepositi

33、ve effects on students1self-esteem, self-efficacy, grade expectancy, and well-being. theseeffects held even when the past grade was held constant. the downward comparison was evenfound to have negative impact on students1well-beingll0.there are some compact relationships between college students* st

34、ress and self-efficacy.different stressors have different actions on self-efficacypsychological stress is a problemthat has aroused general concern in modern society. stress of certain degree is conducive tocollege students1study and work. however, too much stress is unhealthfiil to the mind andbody

35、 and the self-efficacy is comparatively low uurelationalresearchbetweenundergraduatehomeenvironmentandinterpersonalcommunication efficacy shows as follows: l.the undergraduate home environment aggregatelevel is higher, does not have the remarkable sex, the grade and the specialized difference onthe

36、family hard environmental factors of sources of income in the family, family monthlyincome, father years of schooling, father occupation, mother occupation and so on, family softenvironment existence significance difference. 2. the undergraduate home environment andinterpersonal communication effica

37、cy existence correlation on the family hard environmentalfactors of sources of income in the family, family monthly income, mother years of schoolingand so on, the undergraduate interpersonal communication efficacy existence significancedifference. the undergraduate home environment and interpersona

38、l communication efficacyhave significance positive correlation. 3. the undergraduate interpersonal communicationefficacy exchanges between the home soft environment and different levels of forecastfunction”習(xí).relations between achievement goal orientation and class motivation climate, learningstrateg

39、y, academic performance indicate that: class motivation climate is indeed one ofinfluential factors on achievement goal orientation. if environment emphasizes master andendeavor, students attend to use master goal orientation. in contrary, if environmentemphasizes performance and capacity, students

40、attend to use performance approach goal orperformance avoidance goal|131.there are interactions among students language self-efficacy and their academicperformancethere does exist a relationship between language self-efficacy and englishacademic achievements一the high achievers have fairly good self-

41、efficacy while moderateachievers have moderate self-efficacy and the self-efficacy of low ones is slightly lower thanthose of the other two groups; language self-efficacy is positively correlated with the englishacademic achievements of the students; ability attributions are the most powerful predic

42、tor inachievement-related settings, concerning students9self-attributions to success and failure inenglish learning. however, luck-success attribution and effort-failure attribution are negativelyrelated with english achievement; under different circumstances (successful/unsuccessfulperformance), th

43、e perceptions of students9self-attributions to successes and failures may exertdifferent influence on language self-efficacy beliefs. the results lend support to the view thatthe beliefs of self-efficacy and casual attribution not only play an important motivational role inlanguage learning, but are

44、 good predictors of language achievementf,41.13questionnaire survey on english major students in zustbased upon the research design, there are two stages in this survey: l.the preliminaryresearch in the first bout. through research draw-out tested by on-limits questionnaires andpreliminarily analyze

45、d questionnaires collected, various possible factors are summarized thataffect college students on english learning, which will help to design the questionnaire in thefollowing text. 2. empirical study in the second stage. founded on the previous researches andanalysis, the questionnaire is designed

46、 to be used in the empirical study. and then 60 seniorstudents of english majors in zhejiang university of science and technology are surveyed bythese questionnaires. by using a series of statistical analysis methods such as factor analysisand multiple regression analysis, five major obvious factors

47、 that affect learning self-efficacy ofenglish-major students are found out and five measures that possibly help to improve thelearning self-efficacy of students are figured out.tudents* understanding and importance to learning self-efficacyaccording to the survey, most students do not know the exact

48、 definition of the self-efficacy and some have never heard of it. but, every one has experienced this kind of feelingthat they always realize the role of confidence plays in their study. when they believe that theycan get good marks in one examination or do better in learning english, they usually d

49、o achievetheir expected goals. while if they have no confidence with themselves or even believe thatthey can not do it, they usually fail. generally speaking, they agree that self-efficacy plays animportant role in their study, though not the most important ones陽ote文nfluential factors with self-effi

50、cacythis paper focuses on influential factors from five different perspectives, individual,teacher, class, family and campus environment. according to the survey, there are closerelationships between self-efficacy and above factors.student perspectiveaccording to the table one showed as follows:tabl

51、e 1 relationship between personal factors and learning self-efficacycontentagreedisagreetotali can learn english well when ibelieve i can52860learning english is useful451560i like communicating with othersin english471560i have confidence in my englishlearning362460all of above451560it shows that s

52、eventy-five percent of students hold that learning english is very importantand forty-seven students in sixty have always been very keen on practicing english throughtaking part in various english activities and doing part-time jobs. while those twenty-fivepercent of the whole students who insist th

53、at english is not useful have no confidence onenglish learning and can not control their achievements. from the result, several factors canbe inferred as follows-there are some certain relationships between self-efficacy and learning motivation.students with the motivation that he or she regards goo

54、d english as an important tool in thefuture career and determines to learn english well always own higher self-efficacy, bettermotivation regulation and good achievements. those students who think that english is not soimportant as usual and it can be without中國最大的論文知識(shí)平臺(tái)www.lwxiezuoxomcompetitive in

55、their career since so many students are learning english nowadays usually lackthe determination of that they must learn english well, thus lower the learning self-efficacyand worse motivation regulation. furthermore, high english achievers could better regulatetheir motivation than low achievers.per

56、sonality also affects the self-efficacy in oral english improvement. outgoing studentsare graded much higher than introversive learners in risk-taking and impulsiveness. theyattend to take part in much more various activities and like to communicate with foreignpeople and classmates, thus they have

57、self-confidence in learning english well. in turn, thiskind of confidence stimulate their motives to communicate with others more to improveenglish-speaking proficiency and take part in varieties of activities to help them become morecourageous and capable to deal with different situations they may

58、be faced with in the future.at the same time, out-minded students are inclined to do some part-time jobs such as englishteachers and translators, thus also helping to broaden their mind and scope and finallystrengthen their self-efficacy in english learning. on the other hand, introversive students

59、areafraid to communicate with others and always confine themselves in their own spaceas aresult, their skills of english communication decline, so as their self-efficacy to learn englishwell.future job-hunting has relations with self-efficacy. on the other hand, the intensity of self-efficacy is a v

60、ital factor that determines the choices of the college students. obvious relationsexist between the intensity of self-efficacy of pursuing master degree and the final decision ofbeing a postgraduate. equally, there are strong connections between the intensity of self-efficacy of working and the dete