归因理论认为,正确的归因对于激励学生的学习动机,以及培养学生良好的学习态度都起着重要的作用。本研究以归因理论为基础,对初中学生英语学习动机和态度与学业成绩之间的关系进行了研究。在一定意义上,这对英语实践教学是有益的,可以...归因理论认为,正确的归因对于激励学生的学习动机,以及培养学生良好的学习态度都起着重要的作用。本研究以归因理论为基础,对初中学生英语学习动机和态度与学业成绩之间的关系进行了研究。在一定意义上,这对英语实践教学是有益的,可以使老师针对学生的具体情况制定出一套行之有效的教学方案,进而使学生更好地调动英语的积极性,端正他们的学习态度,并引导他们进行积极的归因,达到良好的学习效果。通过问卷调查、课堂观察和访谈等工具,以归因理论为视角,对万州中学初一年级两个班的学生进行了英语学习动机、态度与学习成绩的相关性研究。研究结果显示如下:首先,初中生的英语学习成绩与其学习动机及态度之间存在着正向的关联性。具体而言,成绩优异的学生展现出了强烈的学习动机与良好的学习态度,相反,成绩不佳的学生则学习动机较弱,且学习态度不够端正。然而,值得注意的是,存在一部分成绩较低的学生,在动机与态度问卷中的得分却异常偏高。其次,影响初中生英语学习动机与态度的核心要素可归结为四个方面:学校环境、班级氛围、教师因素以及家庭环境。最后,针对提升初中生的英语学习成效,应当从学校、班级、教师及家长这四个维度入手,采取有效措施以激发学生的英语学习动机,并引导其形成正确的学习态度。Attribution theory holds that correct attribution plays an important role in motivating students’ learning motivation and cultivating their good learning attitudes. Based on attribution theory, this research has studied the relationship between junior high school students’ English learning motivation and attitudes and their academic achievements. To a certain extent, it is beneficial to English practical teaching. It enables teachers to formulate a set of effective teaching plans according to the specific situations of students, so that students can better mobilize their enthusiasm for English, correct their learning attitudes, and be guided to make positive attributions to achieve good learning results. Through tools such as questionnaires, classroom observations and interviews, and from the perspective of attribution theory, a correlation study on English learning motivation, attitude and learning achievements was carried out among students in two classes of the first grade of Wanzhou Middle School. The research findings are as follows: Firstly, there is a positive correlation among junior high school students’ English learning motivation, attitude and learning achievements. Students with good grades have strong learning motivation and correct learning attitudes, while students with unsatisfactory academic achievements have weaker learning motivation and incorrect learning attitudes. However, there are some students with poor academic achievements who scored quite high on the motivation and attitude questionnaire. Secondly, there are four main factors influencing junior high school students’ English learning motivation and attitudes, namely school environment, class atmosphere, teachers and family environment. Thirdly, in order to improve junior high school students’ English learning achievements, efforts should be made from four aspects: school, class, teachers and parents to stimulate students’ motivation for learning English and correct their learning attitudes.展开更多
新时代研究生教育肩负着高层次人才培养和创新创造的重要使命,研究生的思想水平提升和学习动机驱动是人才培养的基石。基于研究生阶段学习生活的独立性和自主性,是否能够充分有效正向利用该特质进行自我培养是研究生教育成败的关键。同...新时代研究生教育肩负着高层次人才培养和创新创造的重要使命,研究生的思想水平提升和学习动机驱动是人才培养的基石。基于研究生阶段学习生活的独立性和自主性,是否能够充分有效正向利用该特质进行自我培养是研究生教育成败的关键。同时,数字化时代,研究生规模大幅增长的趋势更要求巧妙利用网络在线平台和智慧党建融合,协同提升思想水平、驱动学习动机,达到知识共享,从而实现研究生有效的自我培养。Graduate education in the new era shoulders the vital mission of high-level talent training and innovation. The ideological level and the motivation of learning of graduate students are the corner-stone of talent training. Based on the independence and autonomy of postgraduate study and life, making full and effective use of the trait for self-cultivation is the key to the postgraduate education. Meanwhile, in the digital era, the trend of the substantial growth of graduate students requires the clever use of online platforms and the integration of smart party building which improve the ideological level, drive learning motivation, and knowledge sharing, in order to achieve effective self-cultivation of graduate students.展开更多
目的:为了探讨公费师范生学习动机、职业认同与学习倦怠的现状及其相互关系。方法:本研究对湖南某高等师范院校的1630名在校公费师范生进行了问卷调查。结果:① 整体而言,公费师范生的学习倦怠处于中等水平,而学习动机和职业认同处于较...目的:为了探讨公费师范生学习动机、职业认同与学习倦怠的现状及其相互关系。方法:本研究对湖南某高等师范院校的1630名在校公费师范生进行了问卷调查。结果:① 整体而言,公费师范生的学习倦怠处于中等水平,而学习动机和职业认同处于较高水平;② 性别差异分析显示,男生在学习动机总分、内生学习动机维度以及职业认同总分和意志行为认同维度上的得分显著高于女生,而女生在学习倦怠的成就感低维度上的得分显著高于男生;③ 年级差异分析显示,大三学生在学习动机和职业认同的多个维度上得分显著低于其他年级,大四学生在学习倦怠的成就感低维度上的得分显著低于其他年级;④ 学科差异分析显示,文科与理科公费师范生在学习动机、职业认同和学习倦怠的总分及大部分维度上无显著差异,仅在职业认同的意志行为认同维度上,文科学生得分显著高于理科学生;⑤ 学习动机和职业认同与学习倦怠及其各维度之间存在显著的负相关关系;⑥ 中介效应检验表明,职业认同在学习动机对学习倦怠的影响中起到了完全中介作用。结论:职业认同在学习动机与学习倦怠之间起到了完全中介的作用。通过提升公费师范生的职业认同和学习动机水平,可以有效缓解其学习倦怠现象。Objective: This study aims to explore the current status and interrelationships of learning motivation, professional identity, and learning burnout among government-funded normal university students. Methods: A questionnaire survey was conducted among 1630 government-funded normal university students at a higher normal university in Hunan. Results: (1) Overall, government-funded normal university students have moderate levels of learning burnout, while their learning motivation and professional identity are at relatively high levels. (2) Gender differences analysis showed that male students scored significantly higher than female students in overall learning motivation, the intrinsic motivation dimension, professional identity total score, and the will-behavior identity dimension. On the other hand, female students scored significantly higher than male students in the achievement low dimension of learning burnout. (3) Grade differences analysis revealed that junior students scored significantly lower than other grade levels in several dimensions of learning motivation and professional identity, while senior students scored significantly lower than other grades in the achievement low dimension of learning burnout. (4) Subject differences analysis showed that there were no significant differences between arts and science government-funded normal university students in the total scores and most dimensions of learning motivation, professional identity, and learning burnout. However, arts students scored significantly higher than science students in the will-behavior identity dimension of professional identity. (5) Learning motivation and professional identity were significantly negatively correlated with learning burnout and its various dimensions. (6) Mediation effect analysis indicated that professional identity fully mediated the effect of learning motivation on learning burnout. Conclusion: Professional identity plays a full mediating role between learning motivation and learning burnout. Enhancing the professional identity and learning motivation levels of government-funded normal university students can effectively alleviate their learning burnout.展开更多
本研究旨在探究高一学生英语学习动机的现状,并分析影响其学习动机的关键因素。通过对重庆市市属重点中学的八名高一学生进行半结构化访谈,发现高一学生普遍存在内在学习动机不强的现象,并更依赖于外在学习动机,而学习动机的转变也多依...本研究旨在探究高一学生英语学习动机的现状,并分析影响其学习动机的关键因素。通过对重庆市市属重点中学的八名高一学生进行半结构化访谈,发现高一学生普遍存在内在学习动机不强的现象,并更依赖于外在学习动机,而学习动机的转变也多依赖于外在因素。基于此类现象,本研究提出了相关的对策与建议,以期为教育工作者提供参考,帮助其更有效地激发学生的英语学习动机,提高其学习效果。This study aims to investigate the current state of English learning motivation among high school freshmen and analyze the key factors influencing their motivation. Through semi-structured interviews with eight high school freshmen from key municipal schools in Chongqing, the study found that freshmen generally exhibit weak intrinsic motivation for English learning and rely more on extrinsic motivation. The transformation of their learning motivation is also largely influenced by external factors. Based on this phenomenon, this study puts forward relevant countermeasures and suggestions, to provide reference for educators to stimulate students’ English learning motivation more effectively and improve their learning effect.展开更多
该论文研究了自我效能感和归因方式对重庆市某中学初中生英语学习动机的影响。研究采用定量研究方法,通过问卷调查收集数据,并使用SPSS进行相关性分析和回归分析。结果表明,学习策略、情绪调节、能力归因和环境归因对英语学习动机有显...该论文研究了自我效能感和归因方式对重庆市某中学初中生英语学习动机的影响。研究采用定量研究方法,通过问卷调查收集数据,并使用SPSS进行相关性分析和回归分析。结果表明,学习策略、情绪调节、能力归因和环境归因对英语学习动机有显著正向影响,而能力信心和努力归因的影响则不显著。研究旨在帮助初中生提高自我效能,建立正确的归因方式,从而提高英语学习动机和学习兴趣。本文关注初中生英语学习动机的影响因素,这对于改进英语教学方法,提高学生英语学习效果具有实践意义。研究聚焦于自我效能感和归因方式,与以往单纯关注学习策略、学习环境等外部因素的研究相比,更注重学生内在心理因素的作用,具有一定的理论意义。This paper investigates the influence of self-efficacy and attribution styles on the English learning motivation of junior high school students in a certain middle school in Chongqing. The research adopts a quantitative research method, collecting data through questionnaire surveys and conducting correlation analysis and regression analysis using SPSS. The results show that learning strategies, emotion regulation, ability attribution, and environmental attribution have a significant positive impact on English learning motivation, while the influence of ability confidence and effort attribution is not significant. The research aims to help junior high school students enhance their self-efficacy, establish correct attribution styles, and thereby improve their English learning motivation and interest. This paper focuses on the influencing factors of English learning motivation of junior high school students, which has practical significance for improving English teaching methods and enhancing students’ English learning outcomes. The research focuses on self-efficacy and attribution styles, which is different from previous studies that merely focus on external factors such as learning strategies and learning environment, and pays more attention to the role of students’ internal psychological factors. It has a certain theoretical significance.展开更多
目的:了解医学院校低年级医学生英语学习动机和大学英语课堂学习焦虑之间的关系,以期为医学院校大学英语教育及改革提供参考和建议。方法:通过问卷星系统,采用HORWITZ(1986)外语课堂焦虑量表(Foreign language classroom learning anxie...目的:了解医学院校低年级医学生英语学习动机和大学英语课堂学习焦虑之间的关系,以期为医学院校大学英语教育及改革提供参考和建议。方法:通过问卷星系统,采用HORWITZ(1986)外语课堂焦虑量表(Foreign language classroom learning anxiety scale,FLCAS)和高一虹的英语学习动机量表对508名低年级医学生进行问卷调查,采用皮尔逊相关系数考查英语课堂学习焦虑与学习动机的关系。结果:低年级医学生英语学习动机和大学英语课堂学习焦虑处于中等水平。不同年级医学生在FLCAS评分及3个维度(交际畏惧维度、负评价恐惧维度及考试焦虑维度)得分上差异有统计学意义(P<0.05)。低年级医学本科生大学英语四六级通过情况在FLCAS评分及3个维度(交际畏惧维度、负评价恐惧维度及考试焦虑维度)得分上差异有统计学意义(P<0.05)。低年级医学生英语学习动机与大学外语课堂学习焦虑不相关,与交际畏惧维度、负评价恐惧维度、考试焦虑维度呈负相关。结论:低年级医学生英语学习动机中等水平,对大学英语课堂学习焦虑无影响。医学院校应针对性地开展大学英语教育。展开更多
文摘归因理论认为,正确的归因对于激励学生的学习动机,以及培养学生良好的学习态度都起着重要的作用。本研究以归因理论为基础,对初中学生英语学习动机和态度与学业成绩之间的关系进行了研究。在一定意义上,这对英语实践教学是有益的,可以使老师针对学生的具体情况制定出一套行之有效的教学方案,进而使学生更好地调动英语的积极性,端正他们的学习态度,并引导他们进行积极的归因,达到良好的学习效果。通过问卷调查、课堂观察和访谈等工具,以归因理论为视角,对万州中学初一年级两个班的学生进行了英语学习动机、态度与学习成绩的相关性研究。研究结果显示如下:首先,初中生的英语学习成绩与其学习动机及态度之间存在着正向的关联性。具体而言,成绩优异的学生展现出了强烈的学习动机与良好的学习态度,相反,成绩不佳的学生则学习动机较弱,且学习态度不够端正。然而,值得注意的是,存在一部分成绩较低的学生,在动机与态度问卷中的得分却异常偏高。其次,影响初中生英语学习动机与态度的核心要素可归结为四个方面:学校环境、班级氛围、教师因素以及家庭环境。最后,针对提升初中生的英语学习成效,应当从学校、班级、教师及家长这四个维度入手,采取有效措施以激发学生的英语学习动机,并引导其形成正确的学习态度。Attribution theory holds that correct attribution plays an important role in motivating students’ learning motivation and cultivating their good learning attitudes. Based on attribution theory, this research has studied the relationship between junior high school students’ English learning motivation and attitudes and their academic achievements. To a certain extent, it is beneficial to English practical teaching. It enables teachers to formulate a set of effective teaching plans according to the specific situations of students, so that students can better mobilize their enthusiasm for English, correct their learning attitudes, and be guided to make positive attributions to achieve good learning results. Through tools such as questionnaires, classroom observations and interviews, and from the perspective of attribution theory, a correlation study on English learning motivation, attitude and learning achievements was carried out among students in two classes of the first grade of Wanzhou Middle School. The research findings are as follows: Firstly, there is a positive correlation among junior high school students’ English learning motivation, attitude and learning achievements. Students with good grades have strong learning motivation and correct learning attitudes, while students with unsatisfactory academic achievements have weaker learning motivation and incorrect learning attitudes. However, there are some students with poor academic achievements who scored quite high on the motivation and attitude questionnaire. Secondly, there are four main factors influencing junior high school students’ English learning motivation and attitudes, namely school environment, class atmosphere, teachers and family environment. Thirdly, in order to improve junior high school students’ English learning achievements, efforts should be made from four aspects: school, class, teachers and parents to stimulate students’ motivation for learning English and correct their learning attitudes.
文摘新时代研究生教育肩负着高层次人才培养和创新创造的重要使命,研究生的思想水平提升和学习动机驱动是人才培养的基石。基于研究生阶段学习生活的独立性和自主性,是否能够充分有效正向利用该特质进行自我培养是研究生教育成败的关键。同时,数字化时代,研究生规模大幅增长的趋势更要求巧妙利用网络在线平台和智慧党建融合,协同提升思想水平、驱动学习动机,达到知识共享,从而实现研究生有效的自我培养。Graduate education in the new era shoulders the vital mission of high-level talent training and innovation. The ideological level and the motivation of learning of graduate students are the corner-stone of talent training. Based on the independence and autonomy of postgraduate study and life, making full and effective use of the trait for self-cultivation is the key to the postgraduate education. Meanwhile, in the digital era, the trend of the substantial growth of graduate students requires the clever use of online platforms and the integration of smart party building which improve the ideological level, drive learning motivation, and knowledge sharing, in order to achieve effective self-cultivation of graduate students.
文摘目的:为了探讨公费师范生学习动机、职业认同与学习倦怠的现状及其相互关系。方法:本研究对湖南某高等师范院校的1630名在校公费师范生进行了问卷调查。结果:① 整体而言,公费师范生的学习倦怠处于中等水平,而学习动机和职业认同处于较高水平;② 性别差异分析显示,男生在学习动机总分、内生学习动机维度以及职业认同总分和意志行为认同维度上的得分显著高于女生,而女生在学习倦怠的成就感低维度上的得分显著高于男生;③ 年级差异分析显示,大三学生在学习动机和职业认同的多个维度上得分显著低于其他年级,大四学生在学习倦怠的成就感低维度上的得分显著低于其他年级;④ 学科差异分析显示,文科与理科公费师范生在学习动机、职业认同和学习倦怠的总分及大部分维度上无显著差异,仅在职业认同的意志行为认同维度上,文科学生得分显著高于理科学生;⑤ 学习动机和职业认同与学习倦怠及其各维度之间存在显著的负相关关系;⑥ 中介效应检验表明,职业认同在学习动机对学习倦怠的影响中起到了完全中介作用。结论:职业认同在学习动机与学习倦怠之间起到了完全中介的作用。通过提升公费师范生的职业认同和学习动机水平,可以有效缓解其学习倦怠现象。Objective: This study aims to explore the current status and interrelationships of learning motivation, professional identity, and learning burnout among government-funded normal university students. Methods: A questionnaire survey was conducted among 1630 government-funded normal university students at a higher normal university in Hunan. Results: (1) Overall, government-funded normal university students have moderate levels of learning burnout, while their learning motivation and professional identity are at relatively high levels. (2) Gender differences analysis showed that male students scored significantly higher than female students in overall learning motivation, the intrinsic motivation dimension, professional identity total score, and the will-behavior identity dimension. On the other hand, female students scored significantly higher than male students in the achievement low dimension of learning burnout. (3) Grade differences analysis revealed that junior students scored significantly lower than other grade levels in several dimensions of learning motivation and professional identity, while senior students scored significantly lower than other grades in the achievement low dimension of learning burnout. (4) Subject differences analysis showed that there were no significant differences between arts and science government-funded normal university students in the total scores and most dimensions of learning motivation, professional identity, and learning burnout. However, arts students scored significantly higher than science students in the will-behavior identity dimension of professional identity. (5) Learning motivation and professional identity were significantly negatively correlated with learning burnout and its various dimensions. (6) Mediation effect analysis indicated that professional identity fully mediated the effect of learning motivation on learning burnout. Conclusion: Professional identity plays a full mediating role between learning motivation and learning burnout. Enhancing the professional identity and learning motivation levels of government-funded normal university students can effectively alleviate their learning burnout.
文摘本研究旨在探究高一学生英语学习动机的现状,并分析影响其学习动机的关键因素。通过对重庆市市属重点中学的八名高一学生进行半结构化访谈,发现高一学生普遍存在内在学习动机不强的现象,并更依赖于外在学习动机,而学习动机的转变也多依赖于外在因素。基于此类现象,本研究提出了相关的对策与建议,以期为教育工作者提供参考,帮助其更有效地激发学生的英语学习动机,提高其学习效果。This study aims to investigate the current state of English learning motivation among high school freshmen and analyze the key factors influencing their motivation. Through semi-structured interviews with eight high school freshmen from key municipal schools in Chongqing, the study found that freshmen generally exhibit weak intrinsic motivation for English learning and rely more on extrinsic motivation. The transformation of their learning motivation is also largely influenced by external factors. Based on this phenomenon, this study puts forward relevant countermeasures and suggestions, to provide reference for educators to stimulate students’ English learning motivation more effectively and improve their learning effect.
文摘该论文研究了自我效能感和归因方式对重庆市某中学初中生英语学习动机的影响。研究采用定量研究方法,通过问卷调查收集数据,并使用SPSS进行相关性分析和回归分析。结果表明,学习策略、情绪调节、能力归因和环境归因对英语学习动机有显著正向影响,而能力信心和努力归因的影响则不显著。研究旨在帮助初中生提高自我效能,建立正确的归因方式,从而提高英语学习动机和学习兴趣。本文关注初中生英语学习动机的影响因素,这对于改进英语教学方法,提高学生英语学习效果具有实践意义。研究聚焦于自我效能感和归因方式,与以往单纯关注学习策略、学习环境等外部因素的研究相比,更注重学生内在心理因素的作用,具有一定的理论意义。This paper investigates the influence of self-efficacy and attribution styles on the English learning motivation of junior high school students in a certain middle school in Chongqing. The research adopts a quantitative research method, collecting data through questionnaire surveys and conducting correlation analysis and regression analysis using SPSS. The results show that learning strategies, emotion regulation, ability attribution, and environmental attribution have a significant positive impact on English learning motivation, while the influence of ability confidence and effort attribution is not significant. The research aims to help junior high school students enhance their self-efficacy, establish correct attribution styles, and thereby improve their English learning motivation and interest. This paper focuses on the influencing factors of English learning motivation of junior high school students, which has practical significance for improving English teaching methods and enhancing students’ English learning outcomes. The research focuses on self-efficacy and attribution styles, which is different from previous studies that merely focus on external factors such as learning strategies and learning environment, and pays more attention to the role of students’ internal psychological factors. It has a certain theoretical significance.
