英语成败归因、英语自尊与英语成绩关系的研究

论文摘要

韦纳归因理论认为：人们对于成败的归因影响他们的后继情感,继而影响后期成就。虽然研究表明归因对成绩有影响,归因的确影响自尊,情感自尊也影响学术成绩,然而,在外语领域,很少研究者对归因,英语自尊和英语成绩三者的关系进行,探讨自尊的在归因和成绩中间的中介作用,更少的外语研究者真正对学生进行归因干预.因此,本研究将对归因、自尊和英语成绩三个变量的关系进行综合研究。本研究主要采用定量的方法,以二级学院100位会计专业的新生为受试者对英语归因,英语自尊和英语成绩的关系进行分析,探讨英语自尊在英语归因和英语成绩之间是否存在中介作用,并对归因进行了尝试性的干预,考查归因干预是否对归因,自尊和成绩有影响。其研究发现如下：(1)二级学院学生总体上呈现消极归因趋势,他们的成功归因表现为外控倾向,他们失败的归因存在内控倾向,总体归因存内控倾向。在十二个具体成败原因中,六个最重要的成功因素依次为学习策略、教师教学、身心状况、兴趣、他人帮助和运气,六个最重要的失败因素依次为学习策略、学习基础、努力、能力、老师教学和任务难度,而且他们的英语自尊水平不高,英语成绩偏低。(2)不同英语成绩组和英语自尊水平组学生在总体归因和成功归因外控倾向上存在显著差异,在失败外控倾向上没有发现显著的差异。高自尊水平组和高成绩组学生存在非常相似的归因倾向,低自尊水平组与低英语成绩组学生归因相似。高成绩组和高自尊水平组学生在总体归因上存内控倾向；然而低成绩组的学生和低自尊水平组学生在总体归因上表现外控归因倾向。在具体的归因因素中,不同的英语成绩组和英语自尊水平组的学生也表现极大相似性。(3)总体归因外控倾向和成功归因的外控倾向与英语成绩和英语自尊存在显著的负相关关系,英语自尊和英语成绩存在显著的正相关关系。即总体归因和成功归因越是内倾,英语自尊水平越高,英语成绩越好。并通过回归分析发现英语自尊在英语归因和英语成绩之间起到部分中介作用。(4)归因干预可以改变消极的归因,归因干预可提高成功归因和总体归因的内倾,与此同时,归因干预可降低失败归因的外倾趋势,另一方面,归因干预也可提高英语自尊水平和英语成绩,虽对英语自尊水平的提高不显著。

论文目录

• Abstract
• 摘要
• Table List
• Chapter One Introduction
• 1.1 Rationales of the study
• 1.2 Purposes of the Study
• 1.3 Outline of the study
• Chapter Two Literature Review
• 2.1 Weiner's Attribution Theory
• 2.1.1 Definition of Attribution
• 2.1.2 Dimensions of Attribution
• 2.1.3 The Relations between Causal Dimension and Emotion
• 2.1.4 Prior Studies of Attribution
• 2.2 Self-esteem
• 2.2.1 Definition of Self-esteem
• 2.2.2 Classification of Self-esteem
• 2.2.3 Prior Studies of Self-esteem
• Chapter Three Research Methodology
• 3.1 Research Question
• 3.2 Subjects
• 3.3 Research Instruments
• 3.3.1 Questionnaire
• 3.3.2 Public English Tests Band Three （PETS 3）
• 3.4 Research Procedure
• 3.4.1 The first stage:pretest
• 3.4.2 The second stage:attribution intervention
• 3.4.3 The third stage:posttest
• 3.5 Data Analysis
• Chapter Four Results and Discussions
• 4.1 The General Tendency of Attribution, English Self-esteem and English proficiency
• 4.1.1 The General Tendency of Attribution, English Self-esteem and English proficiency
• 4.2 Comparison of Attribution between Different Groups
• 4.2.1 Comparison Attribution between High Self-esteem group and Low Self-esteem Group
• 4.2.2 Comparison Attribution between High Proficiency Group and Low Proficiency Group
• 4.3 The Relationship among Attribution, English Self-esteem and English proficiency
• 4.3.1 The relationship among Attribution, English self-esteem and English proficiency
• 4.3.2 The Predicting Role of Attribution, English self-esteem to English proficiency
• 4.4 The Effect of Attribution Intervention on Attribution, Self-esteem and English proficiency
• 4.4.1 Comparison the control class and experimental class before attribution intervention
• 4.4.2 Comparison between the two classes before & after attribution intervention
• Chapter Five Conclusions and Implications
• 5.1 Major Findings of the Research
• 5.2 Implications and Suggestions of the Research
• 5.3 Limitations of the Study
• 5.4 Recommendations for Future Study
• Reference
• Appendix
• Acknowledgements