自我效能、兴趣水平与学习策略等八因素的相关性——以英语高职生为研究样本

本研究主要运用相关分析法及个人访谈法对来源于高职院校三大类学生的归因倾向、学校环境、兴趣水平、焦虑水平、学习策略水平、动机水平、动机行为、自我效能感水平分别与他们的自我效能感水平、兴趣水平作了相关分析。结果发现:三类不同学生归因倾向、学校环境、兴趣水平、焦虑水平、学习策略水平、动机水平、动机行为、自我效能感之间两两相关。对厌学者而言,自我效能与学习策略、动机行为达到非常显著的相关,与兴趣水平达到显著的相关,与学校环境存在不显著的负相关。兴趣水平与焦虑水平、自我效能达到非常显著的相关,与学校环境达到显著相关,与归因存在负相关。对次厌学者而言,自我效能与学习策略达到非常显著的相关,与动机行为达到显著相关,与学校环境、归因倾向呈现低等程度的负相关。乐学类学生的自我效能与动机行为产生了显著的正相关,与学校环境、归因方式产生低度负相关;他们的兴趣水平与动机水平、焦虑水平、自我效能、动机行为产生了中低度相关,与归因、学校环境、学习策略产生了中低程度的负相关。

The Correlation between Self-efficacy, Interest Levels and Learning Strategies——Based on English Majors in Higher Vocational Colleges

This paper first has a respective correlation analysis and then has a personal inquiries about self-efficacy,interest levels of the students of three different kinds and their attribution, school environment, anxiety level , interest level, learning strategies, motivation levels , motivational behaviors , along with self-efficacy . It reveals that:all factors correlate with each other. for the unwilling: self-efficacy has a striking or remarkable correlation with interest levels , learning strategies , motivational behaviors and has an unremarkable minus correlation with school environment; interest levels have a striking correlation with anxiety levels and self efficacy and have a remarkable correlation with school environment, and havea minus correlation with attribution. for the second-unwilling: self efficacy correlates strikingly with learning strategies and remarkably with: motivational behaviors and has a minus low correlation with school environment and attribution. for the willing :self efficacy correlates strikingly with motivation behaviors and has a low minus correlation with school environment and attribution and their interest levels have a medium correlation with motivation levels and anxiety levels , self efficacy and motivation behaviors and have a medium minus correlation with attribution ,school environment and learning strategies.