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高职英语专业学生英语学习成败归因与自我效能感研究
Introduction
WiththeincreasingimportanceofEnglishindifferentspheresoflife,therehasbeengrowingconcernandinterestinEnglishlanguagelearningindifferentpartsoftheworld.Thepresentstudyaimstoinvestigatetheattributionalstylesandself-efficacybeliefsofvocationalcollegestudentsmajoringinEnglishinChina.Attributionalstylereferstohowindividualstendtoexplainthesuccessorfailureofaparticulartaskoractivity.Self-efficacyisthebeliefinone'sabilitytoaccomplishaspecifictaskoractivitysuccessfully.ThepurposeofthisstudyistounderstandhowthesevariablesinfluencetheEnglishlanguagelearningofvocationalcollegestudents.
LiteratureReview
AttributionalStyles
Attributionalstyleshavebeenfoundtoplayanimportantroleintheacademicsuccessofstudents.AccordingtoWeiner(1985),therearethreedimensionstoattribution:locusofcontrol,stability,andcontrollability.Thelocusofcontrolreferstowhetherattributionsareinternal(causedbypersonalfactors)orexternal(causedbysituationalfactors).Stabilityreferstowhetherthecausesoftheoutcomeareexpectedtoremainthesameovertime,whilecontrollabilityreferstowhetherthecausesoftheoutcomeareundertheindividual'scontrolornot.
Researchhasshownthatstudentswithamasteryorientationtendtomakeinternalandcontrollableattributionsforsuccess,whilestudentswithahelplessorientationtendtomakeexternalandstableattributionsforfailure(Dweck,1986).Studentswhomakeinternalandcontrollableattributionsforsuccessaremorelikelytopersistinthefaceofdifficulties,whilethosewhomakeexternalandstableattributionsforfailurearemorelikelytogiveup(Dweck,1986).
Self-Efficacy
Self-efficacyisthebeliefinone'sabilitytoaccomplishaspecifictaskoractivitysuccessfully.Ithasbeenfoundtobeasignificantpredictorofacademicperformance(Bandura,1977).Individualswithhighself-efficacyaremorelikelytosetchallenginggoalsandpersistinthefaceofdifficulties,whilethosewithlowself-efficacyaremorelikelytoavoidchallengingtasksandgiveupeasily(Bandura,1977).
Researchhasshownthatself-efficacyisastrongpredictorofacademicperformanceindifferentfield