摘要
采用英语自我效能、英语学习焦虑、英语学习策略问卷,测量研究213名初中生英语自我效能、英语学习焦虑、英语学习策略与英语学业成绩之因果关系模型。结果表明:⑴初中女生英语学习焦虑显著低于男生;⑵初中生性别、自我效能、活用策略对英语学业成绩有显著回归效应,自我效能是性别影响英语学业成绩的中介变量;⑶初中生英语自我效能与学习策略构成因果-反馈关系且对英语学业成绩有显著回归效应;⑷初中生英语自我效能是英语学习焦虑对英语学业成绩产生消极效应的中介变量,并与英语学习焦虑构成因果—反馈关系;⑸初中生英语学习策略与英语自我效能共同对英语学习焦虑构成多级链式因果-反馈关系。
The study investigated the relationships among English self-efficacy, anxiety, strategies and academic achievement by means of questionnaires obtained from 213 iunlor school students. The results indicated that 1. The degree of girl students＇ learning anxiety was significantly lower than the boy students＇ ； 2. Sex, self-efficacy, the strategy of flexibility showed a remarkable regression effect to academic achievement, and self-efficacy was the mediator through which sex had an indirect effect on achievement； 3. selfefficacy and learning strategies made up the relationship of the causality and feedback , which exerted a significant regression effect on academic achievement；4. self-efficacy and anxiety not only constituted the relationship of causality and feedback, but also became the mediator between anxiety and academic achievement； 5. Learning strategies, self-efflcacy and anxiety formed a multi-step chain of causality and feedback relationship.
出处
《心理科学》
CSSCI
CSCD
北大核心
2005年第4期984-988,共5页
Journal of Psychological Science
关键词
初中生
英语学业成绩
自我效能
学习焦虑
学习策略
学习心理学
English self-efficacy, English learning anxiety, English learning strategies, English academic achievement, causality model, mediator variable
