高中生英语学业情绪与成就目标的关系研究

发布时间：2021-04-26 01:58

　　学业情绪属于非智力因素,对学生的学习过程,学习成绩有着重要影响。同时,学生良好师生关系的建立,学习策略的使用等等也离不开学业情绪。英语学业情绪定义为学生在英语教学和英语学习过程中体验到的,与英语学业活动相关的各种情绪体验,它包括积极高唤醒,积极低唤醒,消极高唤醒以及消极低唤醒。成就目标作为动机理论研究的新趋势,是从社会认知角度来描述个人能力,对学生的英语学习有着不可或缺的影响。成就目标在本研究中可分为成绩趋近目标,成绩回避目标,掌握趋近目标和掌握回避目标四大类。之前的一些研究已经证明了学业情绪和成就目标存在一定的关系,但之前这方面的研究很少涉及到高中生和英语学业情绪。同样地,对于成就目标是否对英语学业情绪具有预测作用这方面的研究,也不是很多。因此,对高中生的英语学业情绪和成就目标进行调查研究是十分有必要的。本研究采用了英语学业情绪量表和四分成就目标量表,通过对萍乡市两所高中的260名高中生进行调查,旨在得出英语学业情绪和成就目标的一般特征,弄清楚高中生在英语学业情绪和成就目标是否存在显著的性别差异,探索英语学业情绪和成就目标的相关性以及成就目标对英语学业情绪是否具有预测作用。数据分析结... 

【文章来源】：江西师范大学江西省

【文章页数】：82 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One:Introduction
    1.1.Background of the Study
    1.2.Purpose and Significance of the Study
    1.3.Framework of the Thesis
Chapter Two Literature Review
    2.1 Concept of English Academic Emotions
        2.1.1 The Definitions of English Academic Emotions
        2.1.2 Classifications of English Academic Emotions
        2.1.3 Measurements of English Academic Emotions
    2.2 The Control-Value Theory of English Academic Emotions
    2.3 The Definitions of Achievements Goals
    2.4 The Development of Achievement Goals
        2.4.1 One-Factor Theory
        2.4.2 Dichotomous Achievement Goals Framework
        2.4.3 Trichotomous Achievement Goals Framework
        2.4.4 2×2 Achievement Goals Framework
        2.4.5 Multiple Goals Framework
        2.4.6 The3×2 Model of Achievement Goals
        2.4.7 Measurements of Achievement Goals
    2.5 Related Research at Home and Abroad
        2.5.1 Research on English Academic Emotions and Achievement GoalsAbroad
        2.5.2 Research on English Academic Emotions and Achievement Goals atHome
Chapter Three Research Design and Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 English Academic Emotions Questionnaire
        3.3.2 Achievement Goals Questionnaire
    3.4 Data Collection and Data Analysis
Chapter Four Results and Data Analysis
    4.1 The Characteristics of English Academic Emotions and Achievement Goals
        4.1.1 The Overall Characteristics of English Academic Emotions
        4.1.2 Detailed Analysis of the Four Sub-Dimensions of English AcademicEmotions
        4.1.3 The Overall Characteristics of Achievement Goals
        4.1.4 Detailed Analysis of the Four Sub-Dimensions of Achievement Goals
    4.2 The Gender Difference on English Academic Emotions and AchievementGoals
        4.2.1 The Gender Difference on English Academic Emotions
        4.2.2 The Gender Difference on Achievement Goals
    4.3 The Relationship between English Academic Emotions and AchievementGoals
        4.3.1 Correlation between English Academic Emotions and AchievementGoals
    4.4 Regression Analysis of Achievement Goals towards English AcademicEmotions
Chapter Five Conclusions
    5.1 Major Findings of the Research
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Future Study
Bibliography
AppendixⅠ 英语学业情绪调查问卷
AppendixⅡ 四分成就目标调查问卷
Acknowledgement
在读期间公开发表论文（著）及科研情况



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