英语学习者自我效能感对学习成绩影响的分析

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学生英语自我效能感的专业差异及与英语成绩的相关性分析

不反对、４不赞同、５非常不赞同。另外，被选择的８个＝＝专业班级的大学英语四级考试成绩也将作为分析资料分析学生英语自我效能感与成绩的相关性。
１研究程序．３
尤其是在语言教学与学习中受到广泛关注。然而现有的研究大都针对个人的自我效能及其对个人学习的影响，自我效在能感的群体差异以及对群体学习的影响方面，相关的研究却很少。本研究将以大学中的专业为对象，对不同专业的学生在英语学习中的一般自我效能感差异进行探讨分析。１．调查方法１１研究对象．本研究对象的选择依据嘉应学院各专业历年的大学英语四级考试成绩选取了８个专业，了方便问卷的发送与收为
Байду номын сангаас
学生英语自我效能感的专业差异及与英语成绩的相关性分析
廖晓
（嘉应学院外国语学院，广东梅州５４１）Ｉ１０５
［内容提要］班杜拉（９６１８）指出，自我效能感是个体对自己是否有能力组织和执行某种特定行为的判断。它对个体的学业成绩有着重要的关系。本文以班杜拉自我效能感的理论为基础，从专业的角度，对不同专业学生英语学习的自我效能感是否存在差异、以及这些差异对大学英语四级成绩的相关性进行了分析。研究结果表明，英语一般自我效能感存在着明显的专业差异，并且与成绩存在明显的正相关性。［关键词］英语一般自我效能感；专业差异；相关性［中图分类号］Ｈ３９３１．［文献标识码］Ａ［章编号］１０．４７（０９７０３．２文０８７２２０）０ — １００

网络英语学习者创新能力和自我效能感与学业成绩的关系

１引富通过查阅文献资料，知在西方直接针对网络英语学习者创新能力中的自得我效能感问题研究并不多。本研究把目光聚焦于深入细致了解网络英语学习者创新能力、自我效能感的发展水平和特点，及其与学业成绩３者的关系．西方对大学生创新能力研究可以归纳为下几点：１重复合型人才的培（）养。２重理论与实践相结合。３重学以致用，养个性。这一有效的教育（）（）培理念和科研机构的设置。实值得我们认真研究和学习。ｔ确ｉ］我国学者：罗玲玲等（００认为大学生创新能力由创新意识、现实创造２０）能力和潜在创造能力三个要素组成，者密不可分，一不可。三缺［胥群（０４２２０）从心理层面指出创新能力包含创新意识、创新思维、创新技能和创新情感。３邓成超（０４指出，［］２０）大学生创新能力主要表现为内在和外在两种形式，可以分为创新思维、创新学习和创新操作三个因素。纪延光（２０）出 … ０４指大学生创新能力有三大组成要素，别是基础要素、创新要素、协作要素。分王家祺等（０７借鉴多元智能理论提出，果将大学生创新能力看作是一个整２０）如体，么其强弱决定于创新学习能力、创新知识基础、创新思维能力和创新那技能力、信息意识能力、信息技术应用能力、知识创造能力、知识交流物化能力形成．茜（０）为分析和理解能力、实践技能、自学能力、易２认０７创造能力和多学科交叉贯通能力组成大学生创新能力．１５自我效能感的概念最早由美国学习心理学家班杜拉（ａｄｒ）提出．Ｂｎｕａ自我效能感是指个体对自己是否有能力组织和执行某种特定行为的判断，自信是心在某项任务中的具体表现．１自我效能感影响个体的学习努力程度、面７对挑战性任务的态度、学习的坚持性、学习策略和元认知策略的运用等方面，它是学习成就的良好 “ 测器 ” ｆ预。６所以本研究将在借鉴国内外已有研究经验和成果的基础上，入系统地探深析大学网络英语学习者创新能力、学习自我效能感与学业成绩的关系．网为络英语者创新能力、学习自我效能感教育提供理论依据和实践的指导。主要从回答以下几个问题着手：网络英语学习者的自我效能感处于何种程度？ ①

归因、动机、自我效能与英语成绩的相关研究

顾柳琼
（江水利水电高等专科学校基础部，江杭州３０１）浙浙１０６
摘
要：该研究采用问卷调查的实证研究方法，从城乡、性别、年级和英语高低分
等多变量的角度出发，讨了扩招背景下高职高专学生在英语学习中的归因、探自我效能、就动机等非智力因素与英语成绩的关系，并建立相关因果关系模型予以证实。成研究结果表明：习动机、学成就归因、学习效能感与英语成绩之间是相互联系和相互
影响的，三者直接或间接影响个体的英语成绩。
关键词：归因；自我效能；成就动机；英语成绩；高职高专学生中图分类号：６３３文献标识码：文章编号：７ — ５４２１）２— ０６— ９Ｇ２．Ａ１１６７（００００３０６
２１００年３月
浙江
教育学院学报
Ｍａｃ０１ｒｈ２０
Ｎｏ２．
第２期
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归因、动机、自我效能与英语成绩的相关研究
３７
转化，以提高学生对未来学习成功的期望，以引起学生情感反应的积极变化，而可以提可可从
高学生的成就动机和坚持性水平
。
各个学者分别从不同方面，学习动机、就归因、对成自我效能感与成就状况之间的关系进行了研究。本研究试图从城乡、别、级和英语高低分等多变量的角度出发，析高职高专性年分

自我效能感对学生外语学习的作用及影响

２．３自我效能感会影响学习者运用学习策略的动机自我效能感对学习者的学习所起的作用包括了
收稿日期：２０１４ — ０９ — ２２
作者简介：谭
杰（１９７１～），男，副教授．Ｅ－ｍａｉｌ；４５９３５０６４２＠ｑｑ．ｃｏｎｒ
９８
武汉工程职业技术学院学报
策略，就要受到学习者自我效能感的控制和协调。
第２７卷第１期
２０１５年３月
武汉工程职业技术学院学报
ＪｏｕｒｎａｌｏｆＷｕｈａｎＥｎｇｉｎｅｅｉｒｎｇＩｎｓｔｉｔｕｔｅ
ＶＯ１．２７Ｎｏ．１
Ｍａｒｃｈ２０响
２自我效能感对外语学习策略使用的影响
２．１自我效能感会影响学习者对已经掌握的学习
策略的运用
出自信、精力充沛，他们敢于并且乐于接受新的富有
挑战的学习任务，也愿意投入时间、精力到这项学习
自信，有意或者无意地想要逃避那些自我感觉无法胜任的学习任务。真正接手和开展某个学习任务的同时，又会怀疑自己的能力，一遇到困难和挑战，就想逃避或者放弃或者重新换一个更适合自己的学习
能感体现在学习者对自己能力的判断，只有学习者对自己的能力抱有自信，认为自己可以有效驾驭已

英语学习者的自我效能感与表现

英语学习者的自我效能感与表现在学习英语的道路上，我们常常会发现，有些学习者能够轻松应对各种学习任务，取得优异的成绩，而另一些学习者则似乎总是在困难面前挣扎，进步缓慢。

这其中，自我效能感起着至关重要的作用。

自我效能感，简单来说，就是个体对自己能否成功完成某一行为的主观判断。

对于英语学习者而言，自我效能感反映了他们对自己能否学好英语的信心和信念。

这种信心并非凭空产生，而是基于一系列的因素。

首先，过往的成功经验是塑造自我效能感的关键因素之一。

如果一个学习者在过去的英语学习中，多次在考试中取得好成绩，或者能够流利地与他人用英语交流，那么这些成功的经历会让他们相信自己具备学好英语的能力。

相反，如果过去总是遭遇失败，比如考试不及格、口语表达不流畅等，就容易产生自我怀疑，降低自我效能感。

学习目标的设定也会影响自我效能感。

当学习者设定的目标既具有挑战性又切实可行时，每一次目标的达成都会增强他们的信心。

然而，如果目标过高，遥不可及，多次努力都无法实现，就会打击自我效能感。

此外，来自他人的评价和反馈同样重要。

老师、家长和同学的鼓励与肯定能够提升学习者的自我效能感，而负面的评价则可能削弱它。

自我效能感对英语学习者的表现有着深远的影响。

具有较高自我效能感的学习者往往表现出更积极的学习态度。

他们愿意主动投入更多的时间和精力去学习英语，不怕遇到困难，因为他们相信自己有能力克服。

在面对新的学习任务时，他们充满信心，勇于尝试，而不是退缩逃避。

这种积极的态度进一步促使他们采用更有效的学习策略。

他们会制定合理的学习计划，善于总结和反思，主动寻求帮助，从而提高学习效率。

在实际的学习表现方面，高自我效能感的学习者在听说读写各个方面都可能有更出色的发挥。

在听力训练中，他们能够更专注地倾听，快速理解内容；在口语表达时，更敢于开口，发音更准确，表达更流畅；在阅读中，能够更快地理解文章的主旨和细节；在写作时，思路更清晰，语法错误更少。

相反，自我效能感较低的学习者容易产生焦虑和恐惧心理。

高中生英语学习策略、自我效能感与学业成绩的关系

第ｌ卷第２期３２ｌ年４月０１
基础英语教育
ＪｕｎｌｓｃＥｎｌｓｕａｉｏｒａＢａｉｇｉｈＥｄｃｔｏｆｏｎ
、０３Ｎｏ．，Ｌｌ．２
Ａｐ．２１ｒ０１，
高中生英语学习策略、自我效能感与学业成绩的
表５英语学习策略对学业成绩的回归分析
因变量学业成绩
预测变量常数
方程模型
Ｒ
０５ａ．７２
Ｒ２
０６．６０
Ｆ
００ａ．０Ｏ
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记忆策略
认知策略补偿策略元认知策略情感策略社交策略
０１．４３
每个调查项目都设计了五个不同等值的规定选择答案，１＝完全不符合我的情况，２＝通常不符合我
的情况，３＝有时符合我的情况，４＝通常符合我的情况，５＝完全符合我的情况，要求学生选择与自己实际情况相符合或相近的选项。２学业自我效能感问卷．本研究采用华中师范大学梁宇颂和周宗奎编
记忆策略
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元认知策略
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０２．０５
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情感策略
０５５＊．＊３

浅谈自我效能感与大学生英语学习

浅谈自我效能感与大学生英语学习摘要:美国著名心理学家班杜拉(Albert Bandura)在1977年提出了自我效能感的概念,并指出学业自我效能感是影响学生学业成绩的一个非常重要的因素。

笔者在分析自我效能感与英语学习成绩的关系基础之上,提出了提高大学生英语学习效能感的策略及建议。

关键词:大学生英语学习自我效能感学业成绩策略1 理论背景1.1自我效能感概念自我效能感(sense of self-efficacy)最早是由美国社会学习心理学家Bandura,A.于1997年提出的概念, 班杜拉在其社会学习理论中特别强调人的认知对学习和行为调节的影响,认为人的认知在行为因素、个人因素、环境因素三者相互决定的过程中发挥着重要的调节作用,作为一种认知因素的自我效能感的变化被看成是人的自我调节得以持续的心理动力原因。

自我效能感是指人们对自己实现特定领域行为目标所需能力的信心或信念,是特定领域的概念。

当人确信自己有能力进行某一活动,他就会产生高度的“自我效能感”,并会去进行那一种活动。

1.2学习自我效能感学习自我效能感(perceived academic self- efficacy)是自我效能感在学习领域内的表现。

学习自我效能感指个体的学业能力信念,是学习者对自己能否利用所拥有的能力或技能去完成学习任务的自信程度的评价,是个体对控制自己学习行为和学习成绩能力的一种主观判断。

学习自我效能感包括学习能力自我效能感和学习行为自我效能感两个独立的维度。

能力自我效能感是指个体对自己是否有能力完成学业,取得良好成绩和避免学业失败的评估; 行为自我效能感是指学生对自己的学习行为能否达到学习目标的评估,是对自己行为结果的估计。

班杜拉在研究中发现自我效能感是影响学业成绩的核心变量之一,提高自我效能感是提高学生学业成就的途径之一。

大学生英语学习自我效能感,是大学生对自己能否胜任和英语学习有关的任务或活动所具有的信念。

英语学习自我效能感,可以通过对认知过程、动机过程、情感过程的调节,影响学生在英语学习中的方法选择、学习态度和精神状态,以致于影响最终的学习效果。

自我效能感对英语成绩的影响

自我效能感对英语成绩的影响唐乖乖自我效能感是个体在特定情境下，对自己是否能成功完成该行为的一种自我信念感。

班杜拉1977研究发现，个体的自我效能感在如何达到目标、接受挑战、完成任务的过程中起着不可忽视的作用。

长期以来，自我效能感理论在心理学，教育学等领域得到广泛的研究与应用，并取得了丰硕的成果，而在外语教学与研究方面，相关的研究有待进一步拓展与深入。

本文在回顾前人对自我效能感研究的基础上，进一步探索自我效能感对英语学习的影响。

1.背景简介近年来，随着教学方法的改革，目前英语学习的主要重点是以学生为中心而不是以教师为中心。

因此，对学习者自身因素的研究越来越受到重视。

自1970s班杜拉提出自我效能感以来，作为当前教育心理学、人格心理学和社会心理学的一个重要概念，自我效能感已经引起了众多研究者的关注。

根据班杜拉的社会认知理论，自我效能是指“人们对自己是否能组织和执行特定任务能力的判断”(p. 391)。

Wood 和 Bandura(1989a:408)指出自我效能感是个人在面对特定的情景需求时对自己能否组织自己的动机，认知，行动能力的信念。

这一定义包含三个层面：首先，自我效能感是对个体完成特定任务能力的全面总结和判断。

在特定的环境中，来自个体，学习任务，其他学习环境的因素会影响对其能力的综合评估。

其次，自我效能感是一个动态的概念，它会随着新的信息和经验的获得而发生改变。

第三，自我效能感反应了环境适应能力的建构和编制的复杂生成过程（Bandura,1989）。

因此，有相同技能的人会由于在特定的环境中使用，组合，排列这些技能的不同而表现不同。

自我效能感会对个体的认知、情感，动机和选择产生影响。

大量的实证研究支持了班杜拉的论点，自我效能感影响人们生活的各个方面。

2.自我效能感的影响因素班杜拉认为一个人所掌握的经验、替代性经验（他人的示范效应）、社会劝说、情绪状况四种因素会对自我效能感的发展产生影响。

正是个体的认知评价和这些经验的整合最终决定了自我效能感的发展(Bandura, 1982)。

浅析自我效能感对大学生英语自主学习的影响

就英语自主学习者来说，参照班杜拉的理论，笔者认为自我效能感对英语自主学习在下面几个方面产生影响：（）英语自主学习者的成功经验一班杜拉曾指出：“ 败经验是个体对自己的实际活动过程中成所取得的成就水平的感知，是个体获得自我效能感的一种最具体的、最主要的途径，因为它的确立方式显示了个体驾驭或掌握环境事件的能力。【由此可见，成功经验会帮助学习主体提高自我 ”】４效能感，由于这是学习者的亲身经验，因而对自我效能感的影响是最大的。在英语自主学习过程中，如果经过一段时间的自主学自我效能感与自主学习的定义习之后，学生可以感觉到自己在某方面得到了一定的提高，比如自我效能感是指个体对自己是否有能力为完成某一行为所进发现自己的词汇量比以前有所扩大或者写作水平较以前见长，那行的推测与判断。这一概念是班杜拉最早提出的，该理论起源于么其自我效能感就会自然地得到提高，从而进一步激发其内在的班杜拉（ｌｅｔａｄｒ）的社会学习理论。班杜拉在其著作《ＡｂｒＢｎｕａ思学习动力。因此，不断增强英语自主学习者的成就感就显得尤为想和行为的社会基础》开始提出这一理论。在班杜拉和其他学者重要。这需要教师和学生都要善于发现学习中的进步。作为指导的推动下，该理论在许多领域都得到了发展，这一理论被广泛应者的教师应该善于发现学生点滴的进步，并不时地对其进行表用于心理学、教育学、管理学等领域的研究。班杜拉认为，人类扬，让学生感觉到自己的努力不是徒劳的，从而以更大的热情投的行为不仅受行为结果的影响，而且受通过人的认知形成的对自入到学习中去。一旦学生培养了稳定而且较高的自我效能感时，我行为能力与行为结果的期望的影响。 … ・即使在学习中遇到一些困难，他们也不会轻易放弃；相反，如果对自主学习的概念有不同的解释，外语教学界对自主学习的学生长时间体会不到成功的经验，经过自己的艰苦努力仍然达不讨论始于７０年代中期，然而真正将自主学习这一概念引人外语到应有的学习效果，那么其自我效能感就会大大降低。教学的首推Ｈｌｃｏｅ，他将学习者自主定义为一种学生自我管理语（）寻找良好的榜样的替代性经验二言学习的能力。齐莫曼认为，自主学习是指学生能够激发内在的替代性经验主要是通过参照比较的方式产生的。也就是说，动机，能够应用有计划的或已经熟练达到自动化程度的学习方个体能够利用榜样的示范行为信息来判断自己的能力，以提高自法，能定时而有效地安排学习时间，他们能够意识到学习的结己的自我效能感。通常榜样的成功经验往往能提升个体的自我效果，并对学习的物质和社会环境保持高度的敏感和随机应变能能感，而榜样的失败则会使观察者的自我效能感降低。在英语自力。综合国内外的解释，概括地说：“ 自主学习就是学习者把握主学习中，学生通过观察其他同学英语学习的成败而获得间接经自己的学习，也就是在自我激励，自我监控的学习过程中必须具验。在学生自主学习过程中，当看到与自己英语水平相仿的人通备的一种能力。更具体地说，就是学习者具有能够独立地确定自过了英语等级考试或在口语表达等方面取得了成功，他们自己也

浅论英语自主学习者自我效能感的培养-提高途径

浅论英语自主学习者自我效能感的培养提高途径-论文网论文摘要：在外语教学改革中，师生的定位发生了很大的变化，从以前的以教师为中心的教学模式向今天的以学习者为中心的转换。

这一转变顺应了现代社会教育民主和平等，和终身学习的要求。

然而学生自主学习能力的培养却受到许多内在或外在因素的影响和制约。

其中一个很重要的内在因素就是学习个体的自我效能感。

本文是基于河北大学以315名学生为研究对象，得出的自我效能感与外语学习成绩之间的关系，结合自主学习中的一些现象，进一步阐述如何培养学生自我效能感，将自我效能感应用于英语自主学习者，以提高自主学习者的成绩。

论文关键词：外语自我效能感,英语自主学习,提高途径1．引言在外语自主学习中，学习者的自我效能感起着非常重要的作用，在课程论领域，培养学生的自主学习能力被作为一种重要的课程目标。

因此，自主学习正在被当作一种有效的学习方法被广泛应用于各个学科。

和其他学习方法一样，自主学习主体在学习过程也会受到多种内在或外在因素的影响。

其中一个重要的内在因素是学生的自我效能感，它是影响学生学习的一个重要的动机性情感因素，不但会影响到学生学习目标的设定、努力的付出程度，还会影响学习策略的选择。

因此，教师要提高自主学习的质量，应该把培养并提高学生的自我效能感作为一项重要的教学目标。

2．自我效能感及其相关研究2.1研究河北大学做了一项实验，从5个系随机选取正在学习英语的非英语专业二年级大学生315名，平均年龄20.9岁，其中男生170人，女生145人；文科学生128人（男生43人，女生85人），理科学生187人（男生127人，女生60人）。

参照Garcia&Pin2trich的《学习的激励策略问卷》和Gibon&Dem2bo的《教师功能量表》自编《外语自我效能感量表》，对自我效能感与自主学习之间的关系进行研究。

研究结果表明大学生的外语成绩与自我效能感呈显著正相关，自我效能感是外语成绩的显著预测变量，即外语自我效能感越强的学生，其成绩越高，这与班杜拉关于自我效能感的理论推断一致。

大学英语听力自我效能感与成绩的关系研究

大学英语听力自我效能感与成绩的关系研究摘要：本文以华北电力大学90名非英语专业学生为研究对象，探讨听力自我效能感与成绩的相关性，结果表明自我效能感相对较高，与成绩呈正相关，效能感越高成绩越高，其中女生的的效能感和成绩高于男生。

关键词：英语听力自我效能感成绩引言随着素质教育的实施，越来越多的教育学者寻求一种有效的方法来促进学生成绩的提高。

在学习过程中，学习者受到情感、认知等各种因素的影响。

随着四六级考试的改革，听力的比例由35%扩大到70%，因此，听力受到教育学者的重视。

自我效能感是影响学生学习成绩因素之一，也受到越来越多学者的重视。

本文将对听力自我效能感与成绩的关系进行实证研究。

一．自我效能感理论依据自我效能感首次由班杜拉提出，他在不同时期给予不同的定义。

1977年，他将其定义为关于人们对完成某个特定行为或完成产生某种结果所需行为的能力信念，是一种相当具体的能力预期。

80年代后，其定义改为“人们对组织和实施达成特定操作目标的行为过程的能力判断”。

90年代，又将其界定为“人们对其组织和实施达成特定成就目标所需行动过程的能力的信念”。

总之，自我效能是指人们对成功实施达成特定目标所需行动过程的能力的预期、感知或信念。

自我效能感越高的学生，信心越高，在寻找较好的问题解决策略时效率较高，效果会更好，反之则亦然。

许多研究表明自我效能感与成绩有一定的相关性。

张日昇等指出自我效能感与外语成绩具有显著的正相关性。

韩丽萍指出，大学生英语写作自我效能感与成绩呈显著正相关。

本文将对听力自我效能感与成绩关系进行研究，主要探讨：1.大学生非英语专业听力自我效能感的总体水平；2.不同性别之间在听力自我效能感和成绩上是否有差异；3.听力成绩与自我效能感是否具有相关性。

二．研究设计1.研究对象本研究是以华北电力大学90名非英语专业大一学生为研究对象，其中57名男生，33名女生。

他们平均年龄在20岁左右，接受英语教育至少6年。

2.研究工具本研究采用的听力自我效能感调查问卷是根据边玉芳的博士论文中自我效能感量表进行改编而成，量表共20个项目，采用的是5点李克特量表评分，1表示完全不符，2表示通常不符，3表示有时符合，4表示通常符合，5表示完全符合，总分越高，表示受试者的自我效能感越高。

大学生英语学习中自我效能感、学习策略与学习成绩的关系研究

Ｃｏｂｃ系数分别为０８、．５和０８总问卷ｒｎａｈ．４０８．２，
的系数为０９。．３
我们把被研究学生两次英语期末成绩平均分作
为学生英语学习成绩。
二、结果分析
（）同性别学生自我效能感、习策略选择一不学和学习成绩的差异以性别为自变量，对被试大学生的自我效能感、学习策略使用和学习成绩进行单因素方差分析。表
●教育教学研究
大学生英语学习中自我效能感
学习策略与学习成绩的关系研究
申亚坤
（南农业大学外国语学院，南邱州４００）河河５０２
摘
要：采用方差分析、相关分析和回归分析等方法对２０名农业院校非英语专业大学新生英语学习中自我６
２２６６，００Ｆ１２２７１，０Ｏ；６）＝．６Ｐ＜．５；（，６）＝．５Ｐ＜．１Ｆ
（２２１，６）＝１．３，２９Ｐ＜００１．０。
表１自我效能感和学习策略使用比较
注：
为Ｐ＜．０；００１
作者简介：申亚坤，，女河南鹤壁人，河南农业大学外国语学院教师。
自我效能感（ｅ —ｅｃｃ）ｓｌｆａｙ这一概念由美国心ｆｆｉ理学家班杜拉（ｌｅｔＢｎｕａ１７）出，指对Ａｂｒａｄｒ，９７提是
学业成绩的路径。
随机选取河南农业大学非英语专业大一新生２０名，中男生１５人，６其３女生２５人。２自我效能量表是参照刘电芝博士学位论文ｊ

高中生英语学习自我效能感与学业成绩的关系

高中生英语学习自我效能感与学业成绩的关系作者：李超艺来源：《文存阅刊》2019年第22期摘要：本研究的研究对象为436名高一、高二、高三年级的学生。

调查英语学习自我效能感采用的是由张淑芬改编自外语学习激励策略问卷（Garcia&Pintrich）和教师功能量表（Gibon &Dembo）的英语学习自我效能感量表。

使用的英语学习焦虑量表为Horwitz，E.K.编制的外语课堂焦虑量表（Foreign Language Classroom Anxiety Scale，FLCAS）。

英语学业成绩是收集了學生第一学期的期中考试成绩和第二学期的期中考试的平均值。

关键词：英语学习焦虑;英语学习自我效能感;心理研究经过统计分析，结果如下：（1）英语学习焦虑与英语学习自我效能感呈显著负相关、英语学习焦虑与英语学业成绩之间呈显著负相关，英语学习自我效能感与英语学业成绩呈显著正相关。

（2）英语学业焦虑与完成任务的能力感、面对挫折的能力感、克服困难的能力感、达到目标的信心呈显著负相关。

（3）英语学习自我效能感与负评价焦虑、交流畏惧、考试焦虑、其他焦虑显著负相关。

（4）以英语学业成绩为因变量，英语学习自我效能感为预测变量进行回归分析，可以得出结论：英语学习自我效能感是英语学习焦虑与英语学业成绩之间的部分中介变量。

一、实证研究（一）研究对象本研究的研究对象为内蒙古某高中高一、高二、高三年级的学生。

选取样本时，分别从高一年级选取一尖子班，一普通班;高二年级选取一文科尖子班、一理科尖子班、一文科普通班、一理科普通班;高三年级选取一文科尖子班、一理科尖子班、一文科普通班，一理科普通班;尖子班共190人，普通班共有219人;男生有211人，女生有198人;被试年龄处于15-18岁之间，三个年级一共发放问卷450份。

回收有效问卷409份，问卷的回收率为91%。

（二）研究假设假设一：英语学习焦虑与英语学习自我效能感呈负相关。

简析初中生英语学习自我效能感对英语成绩的影响

１９７７年，班杜拉提出了学生的自我效能感的
概念。他认为自我效能感是个体在特定情境中对自己实施某种行为的能力的一种自信程度，它包括
能力自我效能感和行为自我效能感两个方面，是个体对自己行为所能达到结果的效能预期。学生的
第２卷第５期
２０１３年２月
教育观察
ＳｕｒｖｅｙｏｆＥｄｕｃａｔｉｏｎ
Ｖ０１．２Ｎｏ．５
Ｆｅｂ．２０１３
简析初中生英语学习自我效能感对英语成绩的影响
陈丽霞
（大同市第一中学，山西大同，０３７００８）
［关键词］初中生；英语学习；自我效能感
［中图分类号］Ｇ６３３［文献标识码］Ａ［文章编号］２０９５ — ３７１２（２０１３）０５ — ００６９ — ０３
一
、
初中生学习英语的现状分析
从学生自我效能感的角度关注学生，充分调动学生
［摘
要］现今，在初中英语教学中存在一种普遍的现象，即学生的英语成绩存在极其严重的两极分
化，部分优秀学生的成绩远远高于学困生。在造成这种现象的各种因素中，学生的内部学习动机直接影响着学生的学习成绩。依据班杜拉的自我效能感理论，学生的自我效能感会对学生的认知模式和学习行为产生影响。教师可从与学生情感上的互动以及评价标准多元化两个方面做起，在心理和行为层面关注学生自我效能感的培养。

英语专业学生学习自我效能感现状及其成因调查分析

生的学习自我效能感的研究并不多见。研究英语专业学生的学习自我效能感对改进英语专业学生的培养模式，革教改
育的方式、法，高学生的学习效率，升学生专业知识和方提提
技能具有重要的现实意义。
二、究过程研
总体处于中等偏下水平。第二，语学习控制能感的平均值英
括两个方面的内容：基本的能力感和控制感。具体地说，基本能力感指学生对自身天资的评价、学习能力的主观判断对
以及自己能否取得良好学习结果的主观感受，括 “ 包良好学
第ｌ７卷
第６
英语专业学生学习自我效能感现状及其成因调查分析
张奇智
（建工程学院，建福州３００）福福５１８
［摘
著相关。
要］学习自我效能感与学业成就密切相关。对英语专业学生学习自我效能感特征进行研究，现英发
学习能力和学习行为的一种主观判断Ｊ７。该问卷具有较好
标的信念体系… 。学习自我效能感指个体的学业能力信念，
是学习者对自己能否利用所拥有的能力或技能去完成学习
的信效度，广泛应用以学习自我效能感的研究。本研究被中，邀请了英语专业教师和研究生对部分题项表述进行了修
否控制学习行为的主观判断，括 “ 包自我怀疑感 ”

高三学生学习动机、学业自我效能感与英语学业成绩的相关分析

高三学生学习动机、学业自我效能感与英语学业成绩的相关
分析
随着中小学教育水平的提高，许多学生较高的学习成就是必不可少的，而学习动机、学业自我效能感对学生学习成绩的影响已经成为广大教育家们研究的重点。

本文以某湾市三所高中的大学后英语考试分数作为学习成绩来源，从学习动机、学业自我效能感和英语学习成绩的三方面来研究学生的学习状况。

首先，讨论学习动机的影响。

从调查的学生中发现，学习英语的动机主要是为了对考试有帮助。

具体来说，被调查的学生中，由于家庭的影响、朋友的影响和学校的考核制度的影响，他们认为英语学科很重要，要取得好成绩才能向学校、家长和朋友展示出他们的能力。

这一结果表明，学习动机在一定程度上影响学生的学习成绩。

其次，探讨学业自我效能感对学习成绩的影响。

在被调查的学生中，学习英语的自我效能感不强的学生普遍认为英语学科的难度较高，他们害怕自己无法胜任，甚至不敢再次尝试。

而那些自我效能感较强的学生则相信自己有能力胜任英语学科，他们有信心学习英语，并努力提高自己的成绩。

这一结果表明，学业自我效能感对学生学习成绩也有一定的影响。

最后，分析英语学习成绩与学习动机、学业自我效能感之间的关系。

通过对调查的学生进行统计分析，发现学习动机、学业自我效能感与英语学习成绩存在显著的正相关关系，即学习动机越高、学业自我效能感越强，整体英语学习成绩也就越好。

高中生英语学习自我效能感与英语学业成绩的关系以英语学习焦虑为中介变量

参考内容
一、引言
近年来，对于自我效能感（self-efficacy）的研究在教育心理学领域中日益受到。自我效能感是指个体对自己能否完成某项任务或进行某项活动的能力的信念。在英语学习领域，学生的自我效能感对其英语学习成绩有着重要的影响。本研究旨在探讨高中生英语学习自我效能感与英语成绩之间的关系。
同时，英语学习焦虑作为一个普遍存在的心理现象，也日益受到研究者的。本次演示旨在探讨高中生英语学习自我效能感与英语学业成绩的关系，并考察英语学习焦虑在这一关系中是否起到中介变量的作用。
二、自我效能感与学业成绩
自我效能感是指个体对自己能否成功完成某项任务或达到某种成就的信念和预期。在英语学习领域，自我效能感高的学生更有可能积极投入学习，面对挑战不轻易放弃，并能在困难面前坚持下去。研究表明，自我效能感与学生的英语学业成绩呈显著正相关。这是因为自我效能感高的学生能更好地掌握新的语言知识，更有效地运用学习策略，更积极地应对学习中的困难。
高中生英语学习自我效能感与英语学业成绩的关系以英语学习焦虑为
中介变量
01 一、引言
目录
02
二、自我效能感与学业成绩
03 三、焦虑与学业成绩
04 四、焦虑、自我效能感与学业成绩的关系
05 五、结论与建议
06 参考内容
一、引言
在当今全球化的社会，英语作为一门国际性语言，在教育体系中占据了举足轻重的地位。对于中国的高中生来说，英语成绩的好坏往往直接关系到他们的学业表现和未来发展。因此，理解影响高中生英语学业成绩的因素是至关重要的。近年来，自我效能感（Self-efficacy）作为一个心理学概念，已被引入到教育领域中，并被视为影响学生学业成绩的一个重要因素。

大学生英语学习自我效能感与学业成绩相关性研究

大学生英语学习自我效能感与学业成绩相关性研究摘要:在大学生英语学习的过程中,其学习模式的实施是在一种自主性的状态下进行的,而大学生要想将自己的英语成绩得到提高,自主学习意识发挥着重要的作用。

自我效能感作为影响学生自主学习的一个重要情感因素,它对大学生英语学习学业成绩的提高起着直接性的影响。

文章所要探讨的主旨就是对大学生英语学习自我效能感和学业成绩之间的相关性进行分析和研究。

关键词:大学英语自我效能感学业成绩自我效能感作为个体对自己行为能力的感知,是影响学习者语言学习的重要动机因素。

大学英语是大学生所学习的重要内容,受大学学习环境模式的影响,大学生英语学习的课堂时间是比较少的,此时自我学习模式的开展对大学生英语学习的开展发挥着重要的作用。

从这一角度出发,大学生自我效能感的建立和其学习情景、学习任务、学习成绩都存在着密切的关系。

1 大学生英语学习自我效能感的形成大学生英语学习自我效能感是大学生个体在从事英语学习的过程中,对所获得的信息不断认知和加工的结果,它的形成是大学生在不断的思考和学习中对自身的学习状态进行判断和评价的过程[1]。

从这一概念出发,大学生英语自我效能感的形成是从以下几个方面逐步开展的:(1)亲身获得的成就:在英语学习中,学生好的成绩和教师的赞赏都会提高自我效能的评估,而失败次数的增加就会降低自我效能的评价。

此时,如果大学生将失败归结为学习方法的不足时,这种失败是不会降低学生自我效能感的,而教师只要对其进行鼓励,大学生就可以通过付出更大的努力来获得成功。

(2)替代性经验:自身英语学习的经验并不是大学生对自身英语学习能力进行评价的唯一标准,在大学生想象或看到和自己相似的学生获得成功时,这种替代性的经验会在一定程度上提高观察者的自我效能感,然后转接成自己学习的动力,而源源不断的应用到学习之中。

(3)言语说服:在英语学习的过程中,大学生对自己的评价在一定程度上会受到家长、朋友、教师等观点的影响,在他们采用言语说服的能力来使自身相信有能力获得成功时,学生就会在艰苦的付出中不断的提高自己的英语水平。

英语专业学生自我效能感、归因方式与英语成绩的相关性研究

广西师范大学硕士学位论文英语专业学生自我效能感、归因方式与英语成绩的相关性研究姓名：***申请学位级别：硕士专业：课程与教学论指导教师：***20060401英语专业学生自我效能感、归因方式与英语成绩的相关性研究学科专业：课程与教学论研究方向：英语教学论指导老师：李晓教授研究生：陈淮（2003级）内容摘要本文以班杜拉的自我效能感理论和韦纳的归因理论为理论基础，运用定量研究的方法，对242名英语专业学生的英语自我效能感及其归因方式进行了研究，并分析了学生的语言自我效能感、归因方式与全国英语专业四级考试成绩的关系。

研究结果表明：（1）英语专业学生的英语学习自我效能感水平与学业成绩密切相关：优等生的自我效能感较高，中等生的英语学习效能感一般，学业成绩较差的学生英语学习效能感水平比前两者都低；（2）英语学习自我效能感与英语学业成绩呈正相关；（3）学生在英语学习成败的自我归因中，能力归因最能预测学习成绩的变化，而将成功归因于运气和将失败归因于努力的二种成败因果解释，则与英语学习成绩呈负相关；（4）在成功或失败的境地中，学生对于成功和失败的自我归因会对学生的语言自我效能感产生不同的影响。

该研究结果总体上验证了研究自我效能和自我归因的重要性，肯定了自我效能和归因方式对英语成就的重要预测作用。

由此，本研究提出以下几点建议：（1）进一步了解学生的归因信念，采取归因训练的方式，引导学生正确归因，促进其形成积极的自我意识；（2）为提高学生的自我效能意识，教师应向学生提供有建设性的回馈，帮助学生从认知角度认识自我效能对英语学习的促进作用；（3）教师和社会还应通过种种途径努力提高学生的英语自我效能感，帮助他们形成积极的自我归因方式。

本研究尚存许多不足之处，例如：样本量不够大，数据的获得所采用的测量手段单一等等，有关结论还有待进一步验证和完善。

关键词：自我效能感；归因方式；英语成绩；英语专业学生；归因训练；回馈The Relationship of Perceived Self-efficacy, Attributional Beliefs andAchievement for English MajorsAbstractThe present study adopts a quantitative approach and seeks to investigate language self-efficacy and students’ attributional styles by using a sample of 242 English major students from Guangxi province in China. Based on the theoretical foundations of Bandura’s self-efficacy theory and Weiner’s attribution theory, the study also examines the interactions among students’ language self-efficacy, attributional beliefs and their academic performance on TEM-4 in an EFL context.The general statistical results of the study indicate that:(1) there does exist a relationship between language self-efficacy and Englishacademic achievements —the high achievers have fairly good self-efficacy whilemoderate achievers have moderate self-efficacy and the self-efficacy of low ones isslightly lower than those of the other two groups;(2) language self-efficacy is positively correlated with the English academicachievements of the students;(3) ability attributions are the most powerful predictor in achievement-related settings,concerning students’ self-attributions to success and failure in English learning.However, luck-success attribution and effort-failure attribution are negativelyrelated with English achievement;(4) under different circumstances (successful/unsuccessful performance), theperceptions of students’ self-attributions to successes and failures may exertdifferent influence on language self-efficacy beliefs.The results lend support to the view that the beliefs of self-efficacy and casual attribution not only play an important motivational role in language learning, but are good predictors of language achievement. The findings of this study provide some useful insights into English teaching and learning: (1) Shape positive beliefs about the causes of success and failure, which will affect students’ attitude towards English learning. Teachers need to be aware of students’ attributional beliefs, and guide students to correct self-attributions by means of attribution training. (2) Provide constructive feedback. Teachers can help students cognitively realize the facilitation of self-efficacy beliefs in English learning. (3) Enhance students’ language self-efficacy and positive self-attribution with a variety of means.Limitations as well as possible pedagogical implications are also discussed in the study. For instance, the sample under investigation is relatively small; moreover, multiple data collection techniques are needed to get more accurate information. Therefore, the results obtained in the present study leave much to be improved and it is hoped that further research will lead to more overall and accurate results.Key words: self-efficacy; attributional style; English academic achievement; English majors;attribution training; feedbackAcknowledgementsI would like to express hearty appreciation to Professor Li Xiao, my supervisor for her critical acumen, constant encouragement and patient support throughout the process of writing and modifying the present thesis. Despite her full engagement in the teaching and research work, Professor Li has managed several careful readings of the thesis and made illuminating comments and revisions on it, without which the present thesis would not have been what it appears now. My gratitude to her is boundless.I’m greatly indebted to all the other teachers who have taught me during the three years of my study in College of Foreign Studies, Guangxi Normal University. Their excellent lectures and profound insights have presented me the essence of their knowledge and their indefatigable pursuits of academic achievement have exerted an uplifting influence upon me in the past years.Finally, I owe my thanks to my family who has kindly assisted me all along the way.Chapter I Introduction1.1 Research backgroundThe study of self-efficacy and attributions falls into the first general category of motivational constructs (Pintrich & De Groot, 1990). This category represents students’ perceptions about their ability to accomplish a task. The basic idea behind this family of motivational constructs revolves around students’ beliefs that they are able to perform a task and that they are responsible for their own performance. And they answer the student’s question: “Can I do this task?” Put it simply, such perceptions of ability play an important role in the social cognitive theories of motivation. Enhancing students’ perceptions of ability has been understood as an important part of the teaching-learning process.Self-efficacy, as one motivational construct, is a major component of Bandura’s (1986) social cognitive learning theory, which can be named alternatively as “self-efficacy beliefs”, “perceived self-efficacy”, “perceived beliefs of self-efficacy”, “sense of self-efficacy”. Bandura described self-efficacy as individuals’ confidence in their ability to control their thoughts, feelings, and actions, and therefore influence an outcome. These perceptions of self-efficacy influence individuals’ actual performances (Locke et al., 1984), emotions (Bandura, Adams, & Beyer, 1977), choices of behavior (Betz & Hackett, 1981), and finally the amount of effort and perseverance expended on an activity (Brown & Inouye, 1978).In the past few decades, self-efficacy has enjoyed a resurgence of interest among educational psychologists, and many studies have proved its influence on academic performance in various areas (Pajares & Johnson, 1996; Zimmerman & Bandura, 1994). Based on the self-efficacy theory, more and more researches point to the crucial nature and role of self-efficacy in the field of foreign language learning. It seems that the first important step towards successful learning of English is to help students to establish positive self-beliefs about one’s capabilities.Although educators have long recognized that students’ beliefs about their academic capabilities play an essential role in their motivation to achieve, researchers have suggested that the focus of self-efficacy research be expanded to include the often ignored mediating influence of attributional analysis (Quinones, 1995; Silver et al., 1995).Causal attributions are individuals’ perceptions of the causes of various achievement outcomes (Pintrich & Schunk, 1996). Students may attribute their successes or failures to two general types of antecedent conditions: environmental factors and personal factors. Environmental factors include teacher feedback, social norms, or situational features. Personal factors include causal patterns, personal bias, prior knowledge, or individual differences. These two general categories of perceived causes influence the actual attributions that individuals will make in terms of whether they attribute their failure to low ability, lack of effort, bad luck, a hard test, a bad mood, fatigue, unfairness, anxiety, or just about any other explanation, justification, or excuse students produce for failure at a test or task.Researchers in academic environments have found that attributions to success and failure to foreign language learning are relevant to foreign language learning, which may facilitate or impede foreign language learning. Also research findings indicate that successful languagelearners tend to attribute their perceived success to internal controllable unstable attributions while unsuccessful learners tend to attribute their perceived failure to external uncontrollable stable attributions. Further researches into attributions in language learning demonstrate that the controllability of language learners over their language learning is greatly associated with language learning outcomes.However, in the Chinese context, the general empirical studies have been respectively conducted on self-efficacy and attribution theory in the domain of foreign language teaching and learning (e.g.: Zhang & Yuan, 2004; Qin & Wen, 2002; Zhang, 2002; Qin, 2002; Zhang, 2004, etc.). Since self-efficacy and attributions are considered to be the key factors in language teaching and learning, we are particularly interested in this general research question: how do Chinese EFL learners’ perceptions of self-efficacy and attributions relate to English achievements? Thus, this study attempts to investigate the relationship among English academic achievements, language self-efficacy, and attributions to success or failure in English learning for Chinese college English majors.1.2 Aims of the studyWith a view to promoting a comprehensive understanding of language self-efficacy and learners’ causal attribution, the purpose of the study, therefore, is three-fold: exploring the relationships between Chinese students’ perceptions of self-efficacy and achievement in English learning; examining how students’ attributions for success and failure correlate with English achievement; and investigating the interaction among students’ language self-efficacy, attributional beliefs and academic achievement.The specific purpose is to provide empirical evidence that self-efficacy both causes and is caused by performance experiences. The research is designed to find out the perceptions of language self-efficacy Chinese college students hold, and how they are related to English achievement and attributional beliefs. It draws attentions to students’ perceptions of their language self-efficacy and attributional beliefs in foreign language learning. The pedagogical implication is to try to arouse the awareness of the influence of these two personal factors on the language learning and promote effective language learning.Among Chinese students, English majors do not occupy a much larger proportion in China. It seems that they can take much more advantages in English learning than non-English majors, such as their supportive environment, adequate exposure to English, etc.. For the reason that they are part of foreign language learners in China, the study from English majors’ perspective can enrich the research on self-efficacy and attributions in Chinese setting. Undoubtedly the study under this homogeneous context will provide EFL teachers and students with some useful insights.1.3 Overview of the thesisThis thesis is composed of six chapters. To be more specific, it spreads out as follows:Chapter One firstly contextualizes the research topic, and then introduces aims of the present study, and finally provides the outline of the thesis.Chapter Two offers a discussion and critique of the previous literature related to the present study. First of all, it introduces the theoretical framework of self-efficacy theory. Then it gives an account of self-efficacy research conducted in the academic area in which self-efficacy has the power to predict academic achievements. Furthermore, attribution interms of Weiner’s attributional theory and its relation with academic achievement are also elaborated. Some empirical studies show insights into the relationship between language achievement, language self-efficacy, and attributional beliefs as well.Chapter Three formulates research questions, and then describes the survey of Chinese English majors concerning their English academic achievement, language self-efficacy, their attributions of success and failure in foreign language learning. It presents a discussion of the research methodology, including subjects, instrumentation, data collection and analysis procedures.Chapter Four provides a detailed description of the statistical results and findings of the survey in relation to the research questions.Chapter Five discusses and explains the results presented in Chapter Four. It also points out the limitations of the present study and puts forward some suggestions for the future study in this area. In addition, research and pedagogical implications are discussed.Chapter Six is the conclusion of the study.Chapter II Review of LiteratureIn this chapter, we will first report an overview of the self-efficacy theory, including the definition, sources and researches on self-efficacy which examine the literature on motivation constructs. Then we will review literature on attribution theory, as well as the linkage of self-efficacy, attribution and academic performance.2.1 Self-efficacy theoryPsychologist Bandura’s enlightening works (1977, 1982, and 1986) on self-efficacy provided a solid theoretical ground, on which subsequent investigation could continue to explore the role of self-efficacy both theoretically and empirically. Provided below are the definition, sources, and researches of self-efficacy, which are one of the theoretical foundations of the present study.2.1.1 Introduction of self-efficacyAlbert Bandura (1982, 1986, and 1989) has developed a social cognitive model of behavior that includes self-efficacy as a major construct. In this model, self-efficacy is defined as “people’s judgments of their capabilities to organize and execute courses of action required to attain designated types of performances” (Bandura, 1986: 391).According to the self-efficacy theory, self-efficacy beliefs act as filters between a person’s prior achievement or ability and that person’s subsequent behavior (Bandura, 1986). Therefore, two persons of the same ability may exhibit different levels of performance because of their differing self-beliefs. Self-efficacy helps to govern how much effort and persistence a person will put forth on a task and how much resilience that person will demonstrate in the face of obstacles. Highly efficacious people are likely to exhibit greater effort and persistence, interpreting their self-beliefs to mean that their sustained effort will result in success. Those with low self-efficacy may give up easily on a task, interpreting their self-beliefs to mean that their sustained effort will be futile.Lying at the very core of social cognitive theory, self-efficacy functions as a mediator of the effects of prior achievement, knowledge, and skills on subsequent achievement. Consequently, it is often seen as a better predicator of success than are actual abilities. Self-efficacy affects behavior by influencing people’s behavioral choices, the amount of effort they expend, and the persistence they exhibit in the face of failure. This cognitive factor is the most influential arbiter in human functioning.2.1.2 Sources of self-efficacyFour sources of information contribute to the development of an individual’s self-efficacy beliefs (Bandura, 1997): enactive mastery experience, vicarious experience, social persuasion, and physiological and affective states. Information from these sources does not directly influence an individual’s self-efficacy: it is an individual’s interpretation of this information that results in an increase or decrease in self-efficacy. Many factors, personal, situational, and cultural, have an effect on the interpretation of these experiences.Enactive mastery experiences, in which individuals interpret the results of their performance, have the strongest influence because they provide the most direct evidence ofwhether one has the capability needed to succeed at a task (Bandura, 1997). Accomplishments can foster a strong sense of efficacy to succeed at similar task in the future. Likewise, failure can lower a person’s self-efficacy beliefs. People who have a strong belief that they can succeed will more often persevere in the face of difficulty, thereby increasing their chances of attaining a successful outcome, an outcome which then provides further support for a positive sense of self-efficacy. People who do not believe that they will succeed often make fewer and briefer attempts at a task, thus decreasing their chances of success, further eroding their already low self-efficacy. However, it must be remembered that it is the interpretation of these events that has the strongest effect on self-efficacy.The second source of information is vicarious experience (Bandura, 1997) that people may have when they observe others engaged in a task. Through observing the success or failure of others, people may process this information to evaluate their own likelihood of success at the same or similar tasks. This source of information is particularly salient in novel situations and when the model is perceived to possess characteristics similar to the observer. Coping models, in which the model demonstrates perseverance and self-confidence, are the most effective models in increasing self-efficacy in the observer.Social persuasions, which include exposure to the verbal and nonverbal judgments that others provide, are also an important source of information (Bandura, 1997). Typically, positive messages encourage the development of self-efficacy, and negative ones hinder its development. As regards, individuals who are verbally encouraged or told that they have the ability to accomplish a task, may gain stronger self-efficacy as a result, particularly if they already possess reasonably high self-efficacy. Similarly, verbal discouragement may reduce a person’s self-efficacy, especially if that person has relatively low self-efficacy initially. Yet, social persuasion alone may not produce a positive sense of self-efficacy, but may operate in concert with other sources of self-efficacy, such as mastery experiences, to increase self-efficacy.Finally, people interpret their own physical and emotional states as sources of self-efficacy information. Feelings of extreme anxiety and signs of tension may be interpreted as signals that an individual is vulnerable or apt to fail, thereby reducing that person’s self-efficacy. However, people’s interpretation of these physiological states is key to their effect on self-efficacy. For instance, arousal may be interpreted as an energizing factor, fostering higher self-efficacy, or as an incapacitating factor, resulting in lower self-efficacy.People construct their self-efficacy beliefs through the integration of information from these four sources (Bandura, 1997). The strength of the contribution made by each source varies depending on the domain in question and on the cognitive processing strategies of the individual. Moreover, information for judging personal efficacy, whether conveyed enactively, vicariously, persuasively, or somatically is not inherently informative. It is only raw data. Experiences become instructive through cognitive processing of efficacy information and reflective thought (Bandura, 2000).2.1.3 Self-efficacy and self-conceptA construct closest to self-efficacy is self-concept, which also influences academic outcomes across domains (Skaalvik, 1997). Self-concept is a global term, referring to “the amalgamation of all of our perceptions and conceptions about ourselves which give rise to our sense of personal identity” (Williams & Burden, 2000: 97). It is a more general self-descriptive construct that incorporates many forms of self-knowledge and self-evaluativefeelings (Marsh & Shavelson, 1985; cited from Zimmerman, 2000:84). Self-concept is a hierarchical system of self-beliefs, each level divided into more specific components of self-concept (Marsh, 1990), with a global self-concept at the apex of a self-hierarchy, subcategories such as academic self-concept in the middle of the hierarchy and academic domain-specific self-concepts at the bottom.Figure 2-1 Structure of self-conceptGeneral self-conceptNonacademic Academic English Academic mathematicsself-concept self-concept self-conceptPhysical Physical Peer Parent Reading General Mathematicsability appear- relation- relation- school ance ships ships(Source: H. W. Marsh & R. J. Shavelson, 1985; cited from Woolfolk, 1995. Educational Psychology (6th edition). Needham Heights, MA: Allyn & Bacon, A Simon & Schuster Company)Self-concept beliefs differ from self-efficacy beliefs in that self-concept includes judgments of self-value (Bandura, 1986), whereas self-efficacy is a cognitive judgment of ability. Self-concept is thus a more inclusive construct as it includes descriptive, evaluative and affective components (Bong & Clark, 1999). Although some researchers use the terms interchangeably, self-efficacy is distinct from self-concept and, in fact, self-efficacy contributes to an individual’s self-concept. These differences between self-concept and self-efficacy are apparent in the items used to measure the two constructs. A math self-concept item such as “I am a good math student” differs in tone and substance from a self-efficacy item that asks “How sure are you that you can make appropriate predictions (hypotheses) about results in mathematical problem solving?”. Students may feel confident about their performance in math but may fail to take pride in their performance. Pajares and Miller (1994) found that math self-efficacy was more predictive of problem solving than was math self-concept when using path analysis procedures to examine the predictive and mediational roles of these two constructs in mathematical problem solving by college students.Basically, self-concept could be considered as our attempt to explain ourselves to ourselves, to build a scheme (in Piaget’s term) that organizes our impressions, feelings, and attitudes about ourselves. Therefore, self-concept research involves more general measures, both of self-concept and of the criterial measures with which it is associated strongly such as anxiety, apprehension, intrinsic motivation, and value, etc., while self-efficacy is domain-specific, generalizing only to highly related areas, which implies one can have more or less firm self-beliefs in different domains or particular situations of functioning; and measures of self-efficacy should be much more specific and correspondent to varying performance tasks and contexts than self-concept. In other words, they are not only conceptually distinctive, but also have discriminant validity in predicting a variety of academic outcomes.2.1.4 Researches on self-efficacy in academic contextsSince it is introduced as a key component in social cognitive theory, self-efficacy hasreceived a lot of attention in research. Most self-efficacy research in academic contexts has been conducted in language arts and mathematics. For example, mathematics self-efficacy predicts mathematics problem solving to a greater degree than self-beliefs such as mathematics anxiety or self-concept, previous mathematics experience, or self-efficacy for self-regulatory practices (Pajares & Miller, 1994). It has also been demonstrated that across ability levels, students whose self-efficacy is stronger are more accurate in their mathematics computation and show greater persistence on difficult items than students whose self-efficacy is low (Collins, 1982). The predictive utility of self-efficacy beliefs holds true for gifted as well as for regular education students (Pajares, 1996a). In general, self-efficacy research in the domain of mathematics supports Bandura’s contention that self-efficacy is a strong predictor and mediator of performance.In writing, as in mathematics, self-efficacy predicts performance across grade levels (Pajares et al., 1999). Self-efficacy to complete writing tasks correlates with achievement and increases as students progress through school (Grade 4, 7, 10), although self-efficacy to use grammar and composition skills does not increase (Shell, Colvin, & Bruning, 1995). Some gender differences in writing self-efficacy are evident, with girls reporting higher confidence in their writing abilities than do boys (Pajares & Valiante, 1997). This gender difference favoring girls was not evident in a study using students from Grades 3, 4, and 5, even though the girls were rated as better writers by their teachers (Pajares et al., 1999). Overall, the research on perceived ability in writing confirms the findings from the domain of mathematics on the usefulness of the self-efficacy construct in academic contexts.Lent, Brown, and Gore (1997) found that global academic self-efficacy among college students correlated more highly with mathematics course self-efficacy than with problem-specific self-efficacy. These two broader measures of academic self-beliefs also correlated with the achievement measures, thus supporting Bandura’s (1986) assertions that self-efficacy is most useful as a predictor when matched appropriately to the criterial measure.All this is to say that the capabilities assessed in the self-efficacy measure and the capabilities assessed in the outcome measure should be similar capabilities. Self-efficacy assessments often lack the specificity of measurement and consistency with the criterial task that optimizes the predictive power of self-efficacy beliefs, thus minimizing the influence of self-efficacy (Bandura, 1986; Pajares, 1996b). Self-efficacy measurements that are carefully matched with criterial measures and administered in close temporal proximity are the most effective predictors of subsequent achievement.2.2 Attribution theoryAttribution theory is concerned with how individuals interpret events and how this relates to their thinking and behavior. It explores how individuals “attribute” causes to events and how this cognitive perception affects their motivation. In simple words, it is about how people answer questions beginning with “why?”. The theory deals with the information they use in making causal inferences, and with what they do with this information to answer causal questions.Attribution theory develops within social psychology as a means of dealing with questions of social perception. Gradually, it achieved a unique status among contemporary motivation theories as the first theory that successfully challenged Atkinson’s classic achievement motivation theory (Dörnyei, 2003). Subsequently it became the dominant model in researchon student motivation in the 1980s. It is also unique because it manages to link people’s past experiences with their future achievement efforts by introducing causal attributions as the mediating link: As the main proponent of the theory, Bernard Weiner (1992), has argued, the subjective reasons to which learners attribute their past successes and failures considerably shape their motivational disposition. If, for example, they ascribe past failure on a particular task to low ability on their part, the chances are that they will not try the activity again, whereas if they believe that the problem lay in the insufficient effort or unsuitable learning strategies that they employed, they are more likely to give it another try. Because of the generally high frequency of language learning failure worldwide, attributional processes are assumed to play an important motivational role in language studies, as confirmed by the qualitative research by Marion Williams and Bob Burden (1999).2.2.1 Heider’s attribution theoryFritz Heider (1958) was the forerunner of contemporary cognitive-social psychology, interested in what he called “naïve” or “commonsense” psychology —that is, how the average person formed psychological concepts such as intention and motivation or how individual explained behavior. A central aspect of Heider’s theory was that it was how people perceived events rather than the events in themselves that influenced behavior. In his view, people were like amateur scientist, trying to understand other people’s behavior by piecing together information until they arrived at a reasonable explanation or cause.When required to give reasons for the outcomes of events or the behavior of others, Heider suggested that people would tend to refer to a limited range of internal (personal) and external (environmental) factors — two attributions a person can make: (1) internal attribution, the inference that a person is behaving in a certain way because of something about the person, such as attitude, character or personality; (2) external attribution, the inference that a person is behaving a certain way because of something about the situation he or she is in. A simple example is that success on a test could be perceived as resulting from personal factors (ability, the amount of time spent studying) or factors in the environment (an essay test, grading policy).Heider believed that the internal and external forces combine additively to determine behavior. Besides, he stressed the consequences of differential ascriptions to internal versus external factors, which is opposed to Atkinson’s theory of achievement motivation, individual differing in resultant achievement motivation (personal factor) differentially work to achieve success at tasks varying in difficulty (environmental factors) —that is, both the person and the environment influence action.2.2.2 Kelley’s attribution theoryAttribution theory emerged from Heider’s (1958) “naïve” or “lay” psychology and Kelley (1967) advanced Heider’s theory by adding hypothesis about the factors that affect the formation of attribution: consistency, distinctiveness and consensus. Kelley’s theory concerned the subjective experience of attributional validity. He proposed that perceivers identify the causes of an effect by using a principle of covariation which specifies that an “effect is attributed to that condition which is present when the effect is present and which is absent when the effect is absent” (1967:194).Furthermore, he asked the question: “How do individuals establish the validity of their own or of another person’s impression of an object?” He, then, suggested that perceivers examine three different kinds of information in their efforts to establish validity (Ross &。

英语学习中的自我效能感研究

英语学习中的自我效能感研究在当今全球化的时代，英语作为一门国际通用语言，其重要性不言而喻。

无论是在学术领域、职业发展还是日常生活中，良好的英语能力都能为我们打开更多的机会之门。

然而，对于许多学习者来说，英语学习并非一帆风顺，其中一个关键的影响因素便是自我效能感。

自我效能感这一概念最早由心理学家阿尔伯特·班杜拉提出，指的是个体对自己能否成功完成某一行为的主观判断和信念。

在英语学习中，自我效能感强的学生往往更有动力、更愿意付出努力，并且能够在面对困难和挫折时坚持不懈；而自我效能感低的学生则可能容易产生焦虑、沮丧等负面情绪，甚至可能放弃学习。

那么，究竟是什么影响了英语学习者的自我效能感呢？首先，过往的学习经历起着重要作用。

如果学生在过去的英语学习中取得了较好的成绩，得到了老师的肯定和表扬，他们往往会对自己的英语能力更有信心，自我效能感也会相应提高。

反之，如果总是经历失败和批评，就容易对自己的能力产生怀疑。

其次，学习目标的设定也会影响自我效能感。

合理、明确且可实现的学习目标能够让学生在逐步实现目标的过程中获得成就感，从而增强自我效能感。

而过高或过低的目标都可能产生负面效果，过高的目标容易导致挫败感，过低的目标则无法激发学生的潜力。

再者，学习环境同样不容忽视。

一个积极、支持性的学习环境能够鼓励学生勇于尝试和表达，老师和同学的鼓励与帮助可以提升学生的自我效能感。

相反，在一个充满竞争和压力的环境中，学生可能会感到不安和焦虑，从而降低自我效能感。

此外，个人的归因方式也会对自我效能感产生影响。

当学生把成功归因于自身的能力和努力，把失败归因于外部因素或暂时的困难时，自我效能感会较高；而当他们把成功归因于运气，把失败归因于自身能力不足时，自我效能感则会降低。

那么，如何提高英语学习者的自我效能感呢？一方面，教师可以发挥重要作用。

教师应该关注每个学生的进步和努力，及时给予肯定和鼓励，让学生感受到自己的价值和能力。