教师自我效能感Word格式.docx

教师自我效能感Word格式.docx

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4.1ResearchResults……………………………………………………………..31

4.1.1ResultsofStatusQuoofWritingSelf-efficacy…………………………...31

4.1.2Correlationofwritingperformanceandwritingself-efficacy…………....32

4.1.3ResultsofGenderDifferenceinWritingSelf-efficacy…………………...33

4.1.4ResultsofonHigh-levelandLow-levelStudents’DifferenceinWriting

Self-efficacy……………………………………………………………...34

4.1.5ResultsofInfluentialFactorsofWritingSelf-efficacy…………………...35

4.1.6RelationshipofWritingAttributionandWritingSelf-efficacy…………...36

4.2Discussion……………………………………………………………………37

4.2.1StatusQuoofWritingSelf-efficacyofNon-EnglishMajors……………..37

4.2.2Correlationofwritingperformanceandwritingself-efficacy……………38

4.2.3Genderdifferenceofwritingself-efficacy………………………………..39

4.2.4DifferenceofWritingSelf-efficacybetweenHigh-levelandLow-level

Students………………………………………………………………….....39

4.3InfluentialFactorsandWritingself-efficacy………………………………...40

Chapter5Conclusion

5.1Majorfindings………………………………………………………………..45

5.2PedagogicalImplications…………………………………………………….45

5.3LimitationsandFurtherStudy…………………………….………………....47

References…………………………………………………………………………..49

AppendixAnEnglishWritingSelf-efficacyScale……………………………...53

ListofTables

Table3.1:

ReliabilityofEnglishWritingSelf-efficacyInstrument………………….27

Table4.1:

DescriptiveStatisticsofWritingSelf-efficacy…………………………...31

Table4.2:

CorrelationbetweenWritingPerformanceandWritingSelf-efficacy…...32

Table4.3:

ComparisonofEnglishWritingSelf-efficacybetweenMaleStudentsand

Females…………………………………………………………………...33

Table4.4:

ComparisonofEnglishWritingself-efficacybetweenHigh-leveland

Low-levelGroups………………………………………………………..34

Table4.5:

ResultsofInfluentialFactorsonWritingSelf-efficacy…………………..35

Table4.6:

RelationshipofWritingSelf-efficacyandWritingAttribution…………..36

中文摘要

自我效能概念是班杜拉社会认知理论中的一个核心概念，它是指个体对自

己能否在一定水平上完成某一活动所具备的能力判断。

它影响或决定了人们对

行为的选择，以及对该行为的的坚持性和努力程度；

影响人们的思维模式和情

感反应模式，进而影响新行为的习得。

写作被认为是一种复杂的认知、情感活

动。

个体的情感成分会影响到写作过程的各个阶段。

那么，写作过程自然要受

到自我效能机制的影响。

在写作领域内，自我效能感对写作成绩的影响已经得

到了证明。

英语是中国大学生必修而有十分重要的学科之一，而英语写作又是

英语四项技能中重要的一项。

英语写作自我效能感是指成功使用英语写作技能

的自我效能判断和成功完成具体英语写作任务的自我效能判断。

英语写作自我

效能感的强弱决定了学生对英语写作的兴趣和动机，影响学生的写作能力和水

平，并进一步影响他们对整个英语的学习，甚至还影响到学生进入社会后的工

作生活态度。

因此写作自我效能感是英语写作成功必不可少的重要条件。

本研究进行了英语写作自我效能感的问卷调查和影响写作自我效能感因素

问卷调查。

被试为148名南昌一所大学大二非英语专业的学生。

本研究就非英

语专业大学生的英语写作自我效能感现状进行调查，比较了男、女大学生之间

的英语写作效能差别,以及英语写作成绩高、低水平组之间的写作自我效能感差

异，并调查了影响英语写作自我效能的六个因素，从而对教师和学生有所启示。

本研究运用显著性，相关性分析统计方法进行分析，获得以下结论：

1）中国非英语专业大学生的英语写作自我效能感普遍不高，无论在总体英

语写作自我效能感，还是在写作技能效能感和写作任务效能感两个维度上，都

说明他们对自身的英语写作缺乏足够的信心。

2）男、女大学生之间的写作效能感存在显著的性别差异,女生比男生具有

更强的写作自我效能感。

3）英语写作成绩高、低水平组之间的写作自我效能感存在显著差异。

英语

作文成绩好的大学生具有良好的写作自我效能感，英语作文成绩欠佳的大学生

的写作自我效能感不高。

4）根据频数分析结果，结果表明除了先前写作失败和写作焦虑之外，先前

写作成功、同龄之间的对比、老师的反馈和个人的身体状况四因素都将增强他

们的写作效能。

T检验结果表示写作内在归因和外在归因在一定程度上影响学生

的写作效能感，写作内在归因将提高学生的写作自我效能感,然而写作外在归因

却会降低学生的写作自我效能感。

了解英语写作自我效能感及分析其影响因素，

对提高学生写作自我效能感有积极的意义。

老师可以通过以下三种方法来帮助

学生:

让学生体验英语写作的成功，对学生的英语写作给予积极的反馈和评价，

并给学生营造一个轻松的英语写作环境。

学生自己也应该从同龄人那里获得替

代性经验来培养和增强自己的写作自我效能感，以至于提高他们的写作成绩。

关键词：

英语写作自我效能感；

英语写作成绩；

英语写作自我效能因素

InChina,theimportanceofwritinginsecondlanguageacquisitionhasbeengreatlyrecognized.WritinginaforeignlanguageisoneofthemostdifficulttasksforEFLlearners.Inthissense,itisimportantforresearcherstoinvestigatehowstudentswriteinaforeignlanguage.However,teachersputgreatemphasisonteachingvariouswritingstrategiesandskillstostudentsandimprovingtheirwritingproficiency.Theyneglectstudents’psychologicalactivityinthewholewritingprocess.Findingshaverevealedthatsomestudentshavewritingcompetence,buttheyfinditdifficulttogainhighscores.Mcleod（1987）rightlyobservedthatwritingisasmuchacognitiveactivityasaffectiveactivity.Consequently,individual’saffectionwillinfluenceallstagesofwritingprocess.Accordingtosocialcognitivetheory,Bandura（1986）proposedthatindividualspossessaself-systemthatenablesthemtoexerciseameasureofcontrolovertheirthoughtsfeelings,motivationandactions.Hence,individuals’behaviorcanoftenbebetterpredictedbytheirbeliefstheyholdabouttheircapabilities,whicharecalledself-efficacybeliefs.Efficacybeliefsinfluenceindividuals’thoughtpatternsandemotionalreactions.Hence,self-efficacyaboutwritinghasbeenreceivedattentionfromresearchersinthefieldsofcompositionandself-efficacyatabroad.Researchresultsdemonstratethatstudents’confidenceintheirwritingcapabilitieshasanimpactontheirwritingmotivationaswellasvariouswritingoutcomes.Theresomeresearcherswhostudystudents’writingpsychology,buttheirstudiesmostlyfocusonmiddleschoolstudents.Fewstudiesareconcernedabouttocollegestudents.Thepresentstudytriestoinvestigatethestatusquoofundergraduates’Englishwritingself-efficacyandanalyzefactorsinfluencingtheirwritingself-efficacy,soastogivesomeimplicationstoteachersandstudents.

1.1ResearchbackgroundOfallself-efficacies,writingself-efficacyistheimportantpartofappliedandeducationalfield.Temporarypsychologistsregardwritingasreflectingresolving

processofgoal.Byrne（1979）regardwritingasasequenceofsentencesarrangedina

particularordersentences,andlinkedtogetherincertainways.Flower&

Hayes（1981,

citedinLiXiaopeng,2006）describedwritingaswritingasa“recursive,nonlinear

cognitiveprocessinwhichthewritermovesbackandforthbetweenpre-writing,

writing,revisingandeditinguntilhe/sheissatisfiedwithhis/hercreation.”Grabeand

Kaplan（1996,citedinLiXiaopeng,2006）alsopointoutthatthemorecomplex

composingskillsvaluedintheacademy,themoretraining,instruction,practice,

experienceandpurposeinvolvesinthewritingprocess.Writingisacognitiveactivity,

aswellanaffectiveactivity.Individual’saffectionwillinfluenceallstagesofwriting

process.Researchersattempttoexplainpsychologicalconstructofwriting.Mcleod

（1978）rightlyobservedthataffectiveprocessesinfluenceallphraseofwriting.She

urgedresearcherstodevelopa“thetheoryofaffect”tohelpstudentsunderstandhow

theseprocessesmayinformtheirwriting.Itseemsclearthatstudents’writing

self-efficacyshouldplayaprominentroleinthetheory.Thus,asacomplexcognitive

task,writingisaffectedbyself-efficacy.

Traditionally,researchesonwritinghavefocusedonthecomplexcognitive

processesofwriting.Someresearchershaveinvestigatedfactorsinvolvedin

composingprocesses.Manystudiesfoundthatwritingself-efficacyonlycould

predictthewritingcompetenceofstudentsinmotivationalconstructsincluded

writingself-concept,writinganxiety,writingattribution,perceivedvalueofwriting,

self-efficacyforself-regulation,andpriorwritingattainments.Othersresearchesalso

reportedthatwritingself-efficacy,perceivedpreviouswriting,writingapprehension,

self-efficacyforregulation,andpriorwritingperformancescorrelatedwiththe

writingoutcomesofstudentsfromelementaryschooltocollege,butmultiple

regressionandpathanalysisrevealedthatonlywritingself-efficacyandprevious

performanceassessmentsweresignificantpredictors（Pajaries,2003）.Consequently,thestudylistedseveralfactorswhichmightinfluencestudents’writingself-efficacy

includedpreviousachievement,peercomparison,physicalstate,anxiety,attribution

associatedwithwriting,toseewhethertheywillaffectwritingself-efficacyornot.

WritingisoneoffourskillsinEFLlearning.LindaHarklau（2002,citedinLi

Xiaopeng,2006）arguesthatwritingshouldplayaprominentroleinclassroom-based

secondlanguageacquisition.Writingisalsothekeytounderstandingforeign

languageacquisitioninthecontextofChina.Studiesinthewritingself-efficacyarea

suggestthatwritingself-efficacybeliefsareessentialtotheacademicachievements

ofthestudents.Writinginvestigationindicatedthatsomestudentsqualifygood

writingcompetence,buttheyaredifficulttogainhighscores.Itisthenatureof

self-efficacythatexplainswhystudents’achievementmaydiffermarkedlyevenwhen

theyhavesimilarknowledgeandskills.Becausebelievingthattheyarecapable

serveswellwhenattemptingacademictasksbecausesuchconfidencehelpstosustain

effort,increaseperseveranceandresiliencywhenobstaclesareencountered,foster

optimism,andlowerfeelingsofapprehensionasacademictasksareengagedin

（Pajaries&

Valiante,1998）.Ifself-beliefssostronglyinfluenceone’sbehavior,it

seemsthatthetheoryofself-efficacywouldgivesomeeffectiveimplicationsfor

studentwriting.Ifwritingdifficultisnotonlyresultedfromanunabletosolve

writingproblems,butalsofromone’sevaluationthatoneisunabletosolvethem,

thentheimportantstepinimprovingwritingisto