归因训练对高职高专院校学生学业成就、归因风格和自信心关系的干预研究
发布时间：2023-08-13 18:45
本文是关于归因训练对高职高专院校学生学业成就、归因风格和自信心关系的干预研究。目前，高等职业教育在我国受到了前所未有的重视。高职院校的大学生，作为一个特殊的学生群体，他们的心理因素值得进一步研究，因为他们既不同于本科大学生，又有别于高中生。昆明冶金高等专科学校的几名英语教师在2005级新生进校时对他们的归因风格进行了调查。调查结果表明，高职高专学生普遍存在英语学习的不当归因，尤其在归因风格和自信心方面最为突出。在此情形下，对高职高专学生进行归因训练(干预)以确定它是否有利于提高学生的英语学业成就，改变不良归因和提高学生英语学习自信心显得极为必要。本文研究者从冶金高等专科学校计算机科学系挑选出两个英语水平相当的班级作为研究对象，A班作为实验班接受归因训练，B班作为对照班，不接受归因训练。在学期之初，研究者对两班学生进行前测，之后让学生对测试结果以问卷形式作出成败归因，问卷内容包括归因风格和自信心水平的调查。通过对问卷结果的分析，研究者针对性地对A班就归因风格和自信心水平，以及英语学习策略和语言技能方面进行归因干预和训练。三个月后对两班学生举行后测及后测之后的成败归因和自信心水平测试。研究...
【文章页数】：82 页
【学位级别】：硕士
【文章目录】：
DECLARATION
ACKNOWLEGEMENTS
ABSTRACT (In English)
ABSTRACT (In Chinese)
TABLE OF CONTENTS
LIST OF TABLES
ABBREVIATIONS
CHAPTER ONE INTRODUCTION
1.1 Statement of the problem
1.2 Objectives of the Study
1.3 The Significance of the Study
1.4 Overview of the Dissertation
CHAPTER TWO LITERATURE REVIEW
2.1 Introduction
2.2 Attribution Theory and Attributional Training
2.2.1 The history and present status of attribution research
2.2.2 Attribution theory
2.2.3 Attributional training
2.3 Some Researches Relevant to Attribution Theory and Attributional Training in Classroom Teaching both in China and Abroad: A Critical Review
2.3.1 Some relevant researches abroad
2.3.2 Some relevant researches in China
2.4 Some Researches Relevant to Attribution Theory and Attributional Training in Foreign Language Classroom Teaching in China
2.5 Conclusion
CHAPTER THREE METHODOLOGY
3.1 Introduction
3.2 Methodology
3.2.1 Participants of the study
3.2.2 Instruments
3.2.2.1 Pretest and posttest
3.2.2.2 Questionaires
3.3 Procedures of the Study
3.4 Procedures of the Attributional Training
3.5 Data Collection & Analysis
CHAPTER FOUR FINDINGS AND DISCUSSION
4.1 Introduction
4.2 Findings and Discussion from Data Analysis of Two Tests
4.2.1 Data analysis and contrast about pretest between class A and class B
4.2.2 Data analysis and contrast about pretest and posttest in class B
4.2.3 Data analysis and contrast about pretest and posttest in class A
4.2.4 Data analysis and contrast about posttest between class A and class B
4.2.5 A general analysis of variance regarding classes, pretests and posttests
4.2.6 Discussion regarding testing results
4.3 Findings and Discussion from Confidence Attribution of Two Questionnaires
4.3.1 Data analysis and contrast about confidence attribution between class A and class B
4.3.2 Data analysis and contrast about confidence attribution in class A
4.3.3.Data analysis and contrast about confidence attribution in class B
4.3.4 Data analysis and contrast about confidence attribution between class A and class B
4.3.5 A general analysis of variance concerning confidence attribution
4.3.6 Discussion from confidence attribution of two questionnaires
4.4 A Contrast and Discussion of Attributional Styles in Class A and Class B
4.4.1 A contrast and discussion of attributional styles in class A
4.4.2 A contrast and discussion of attributional styles in class B
4.4.3 Discussion concerning attributional styles in two classes
4.5 Conclusion
CHAPTER FIVE CONCLUSION AND IMPLICATIONS
5.1 Introduction
5.2 Conclusions of the Research
5.3 Implications and Suggestions of the Research
5.3.1 The importance of educational psychology and its research methods in foreign language teaching of vocational colleges
5.3.2 The training of language learning strategies and language skills in attributional training
5.3.3 The Special Significance for Improving Students' Confidence in Vocational Colleges
5.3.4 The strategies employed by teachers as reflective practitioners to promote English learning in higher vocational colleges
5.4 Limitations of the Study
5.5 Recommendations for Future Research
REFERENCES
APPENDIX 1 Pretest Paper
APPENDIX 2 Posttest Paper
APPENDIX 3 Questionnaire
本文编号：3841736
【文章页数】：82 页
【学位级别】：硕士
【文章目录】：
DECLARATION
ACKNOWLEGEMENTS
ABSTRACT (In English)
ABSTRACT (In Chinese)
TABLE OF CONTENTS
LIST OF TABLES
ABBREVIATIONS
CHAPTER ONE INTRODUCTION
1.1 Statement of the problem
1.2 Objectives of the Study
1.3 The Significance of the Study
1.4 Overview of the Dissertation
CHAPTER TWO LITERATURE REVIEW
2.1 Introduction
2.2 Attribution Theory and Attributional Training
2.2.1 The history and present status of attribution research
2.2.2 Attribution theory
2.2.3 Attributional training
2.3 Some Researches Relevant to Attribution Theory and Attributional Training in Classroom Teaching both in China and Abroad: A Critical Review
2.3.1 Some relevant researches abroad
2.3.2 Some relevant researches in China
2.4 Some Researches Relevant to Attribution Theory and Attributional Training in Foreign Language Classroom Teaching in China
2.5 Conclusion
CHAPTER THREE METHODOLOGY
3.1 Introduction
3.2 Methodology
3.2.1 Participants of the study
3.2.2 Instruments
3.2.2.1 Pretest and posttest
3.2.2.2 Questionaires
3.3 Procedures of the Study
3.4 Procedures of the Attributional Training
3.5 Data Collection & Analysis
CHAPTER FOUR FINDINGS AND DISCUSSION
4.1 Introduction
4.2 Findings and Discussion from Data Analysis of Two Tests
4.2.1 Data analysis and contrast about pretest between class A and class B
4.2.2 Data analysis and contrast about pretest and posttest in class B
4.2.3 Data analysis and contrast about pretest and posttest in class A
4.2.4 Data analysis and contrast about posttest between class A and class B
4.2.5 A general analysis of variance regarding classes, pretests and posttests
4.2.6 Discussion regarding testing results
4.3 Findings and Discussion from Confidence Attribution of Two Questionnaires
4.3.1 Data analysis and contrast about confidence attribution between class A and class B
4.3.2 Data analysis and contrast about confidence attribution in class A
4.3.3.Data analysis and contrast about confidence attribution in class B
4.3.4 Data analysis and contrast about confidence attribution between class A and class B
4.3.5 A general analysis of variance concerning confidence attribution
4.3.6 Discussion from confidence attribution of two questionnaires
4.4 A Contrast and Discussion of Attributional Styles in Class A and Class B
4.4.1 A contrast and discussion of attributional styles in class A
4.4.2 A contrast and discussion of attributional styles in class B
4.4.3 Discussion concerning attributional styles in two classes
4.5 Conclusion
CHAPTER FIVE CONCLUSION AND IMPLICATIONS
5.1 Introduction
5.2 Conclusions of the Research
5.3 Implications and Suggestions of the Research
5.3.1 The importance of educational psychology and its research methods in foreign language teaching of vocational colleges
5.3.2 The training of language learning strategies and language skills in attributional training
5.3.3 The Special Significance for Improving Students' Confidence in Vocational Colleges
5.3.4 The strategies employed by teachers as reflective practitioners to promote English learning in higher vocational colleges
5.4 Limitations of the Study
5.5 Recommendations for Future Research
REFERENCES
APPENDIX 1 Pretest Paper
APPENDIX 2 Posttest Paper
APPENDIX 3 Questionnaire
本文编号：3841736
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