论文题目：专科生英语学习倦怠及其与学习动机、学习自我效能感的关系研究
摘要：笔者在教学中发现,专科生英语基础薄弱、英语学习压力较大等问题导致了专科生出现一系列厌倦英语学习的行为特征。目前学习倦怠的研究主要以学习倦怠现象和如何缓解学习倦怠为主,而从学习倦怠的重要影响因素,学习动机和自我效能感为切入点的研究还较少。因此,本文试图从学习动机和自我效能感角度,探索它们是如何影响专科生英语学习倦怠的,以期在一定程度上改善专科生英语学习倦怠的状况。本研究采用问卷调查和非结构式访谈等研究方法,对西华大学应用技术学院292名专科生进行问卷调查并对其中的10名学生进行访谈,旨在探究以下几个问题:1)专科生英语学习倦怠、学习动机和学习自我效能感总体情况如何?2)专科生学习动机和学习自我效能感对学习倦怠的影响如何?3)专科生的学习自我效能感是否在学习动机和学习倦怠间存在中介作用?本次研究在问卷星平台发放300份问卷,收回有效问卷292份,主要运用SPSS24.0软件和SPSSAU平台对有效数据进行实证分析。通过对调查问卷和访谈的数据分析后,研究结果表明:1)专科生英语学习倦怠总体及其维度处于中等偏下水平;专科生的学习动机总体及其维度均处于中等水平;专科生的自我效能感总体及其维度均处于中等偏上水平。2)专科生的学习动机、学习自我效能感和学习倦怠两两相关。其中学习动机与学习倦怠之间呈中等负相关,自我效能感与学习倦怠之间呈显著负相关,学习动机与自我效能感之间呈中等正相关。3)专科生的自我效能感在学习动机和学习倦怠之间起完全的中介作用。研究结果丰富了学习倦怠、学习动机和学习自我效能感三个变量的内涵和外延,同时也拓宽了学习倦怠的研究领域,可以为以后的研究者提供一定的借鉴和参考。针对西华大学应用技术学院专科生英语学习倦怠的具体情况,本研究从激发和维持专科生对大学英语学习动机和学习自我效能感两个方面提出了对策建议,以期能够缓解学生英语学习倦怠、进而帮助学生提高英语成绩。最后笔者阐述了本研究存在的不足以及对后续研究的展望。
关键词：专科生;英语学习倦怠;学习动机;学习自我效能感
学科专业：外国语言学及应用语言学
摘要
Abstract
Chapter One Introduction
1.1 Background of this study
1.2 Purpose and significance of this study
1.3 Layout of this thesis
Chapter Two Literature Review
2.1 Studies on learning burnout
2.1.1 Research on learning burnout abroad
2.1.2 Research on learning burnout at home
2.1.3 Summary
2.2 Studies on learning motivation
2.2.1 Research on learning motivation abroad
2.2.2 Research on learning motivation at home
2.2.3 Summary
2.3 Studies on learning self-efficacy
2.3.1 Research on learning self-efficacy abroad
2.3.2 Research on learning self-efficacy at home
2.3.3 Summary
2.4 Studies on relationships among learning burnout,learning motivation and learning self-efficacy
Chapter Three Methodology
3.1 Research questions
3.2 Subjects
3.3 Instruments
3.3.1 English learning burnout questionnaire
3.3.2 Learning motivation questionnaire
3.3.3 Self-efficacy questionnaire
3.4 Data collection
Chapter Four Research Results and Discussion
4.1 Results of status quo of subjects’English learning burnout,motivation andlearning self-efficacy
4.1.1 Status quo of three-year college students’English learning burnout
4.1.2 Status quo of three-year college students’English learning motivation
4.1.3 Status quo of three-year college students’English learning self-efficacy
4.2 Results of relationships among learning burnout,motivation and learningself-efficacy
4.2.1 Relationship between learning motivation and English learning burnout
4.2.2 Relationship between learning self-efficacy and English learning burnout
4.2.3 Relationship between learning motivation and learning self-efficacy
4.2.4 Mediation effect of learning self-efficacy
4.3 Results of interview
4.4 Discussion on current state of English learning burnout,motivation,learning self-efficacy
4.4.1 Current state of three-year college students’English learning burnout
4.4.2 Current state of three-year college students’English learning motivation
4.4.3 Current state of three-year college students’learning self-efficacy
4.5 Discussion on relationships among learning burnout,motivation and learning self-efficacy
4.5.1 Relationship between learning motivation and learning burnout
4.5.2 Relationship between learning self-efficacy and learning burnout
4.5.3 Relationship between learning motivation and learning self-efficacy
4.5.4 Mediation effect of learning efficacy between learning motivation andlearning burnout
4.6 Discussion on interview result
Chapter Five Conclusion
5.1 Major findings
5.2 Pedagogical implication
5.3 Limitations and Prospects
References
AppendixⅠ
AppendixⅡ 专科生英语学习倦怠,学习动机与学习自我效能感访谈提纲
Acknowledgement