英语专业学生自我效能感、学习归因与学业成就的关系研究-豆柴文库

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英语专业学生自我效能感、学习归因与学业成就的关系研究
TheRelationshipbetweenEnglishMajors'Self-Efficacy,LearningAttribution,andAcademicAchievement
Introduction
AsoneofthemostpopularmajorsinChina,Englishmajorhasattractedalargenumberofcollegestudents'interest.TosucceedinthefieldofEnglishlearning,students'self-efficacyandlearningattributionaretwoimportantfactorsthatcannotbeignored.ThisstudyaimstoinvestigatetherelationshipbetweenEnglishmajors'self-efficacy,learningattribution,andacademicachievement.
LiteratureReview
Self-efficacy,asdefinedbyBandura(1977),isanindividual'sconfidenceintheirabilitytoachieveacertaintaskorgoal.Severalstudieshavesuggestedthatself-efficacyisasignificantpredictorofacademicachievement(Multonetal.,1991;Pajares&Miller,1994).Inparticular,studentswhohavehighlevelsofself-efficacyaremorelikelytosethighergoals,tryharder,andperseverewhenfacedwithdifficulttasks.
Attributiontheory,ontheotherhand,suggeststhatindividualsattributetheirsuccessorfailuretodifferentsources,suchasability,effort,andexternalfactors(Weiner,1986).AccordingtoDweck's(2000)mindsettheory,studentswithagrowthmindsetbelievethattheirabilitiescanbedevelopedthrougheffortandperseverance,whilethosewithafixedmindsetbelievethattheirabilitiesarefixedandcannotbeimprovedwitheffort.Researchhasshownthatlearningattributionaffectsstudents'academicachievementandlearningbehavior(Dweck&Leggett,1988;Hong,Chiu,Dweck,Lin,&Wan,1999).
Methodology
Participantswere120EnglishmajorsfromacollegeinChina.Thestudyusedaself-reportquestionnairetocollectdataonself-efficacy,learningattribution,andacademicachievement.
Results
TheresultsrevealedthatEnglishmajors'self-efficacywaspositivelycorrelatedwiththeiracademicachievement(r=0.56,p<0.01).Additionally,learningattributionwasalsosignificantlycorrelatedwithacademicachievement(r=0.48,p<0.01).Studentswhoattributedtheirsuccesstoeffortandperseverancehadhigheracademicachievementthanthosewhoattributedsuccesstoabilityorexternalfactors.
Discussion
Thefindingsofthisstudyareconsistentwithpreviousresearch,whichsugg