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|Other Titles: ||The Relationships of Foreign Language Anxiety, Academic Attributions for Success and Failure, Academic Self-Concept, and Academic Achievement—English as an Example|
|Issue Date: ||2010-12-03
|Abstract: || 本研究旨在探討國中生英語焦慮、英語科成敗歸因、英語科自我概念與英語科學業成就之間的關係。本研究採用問卷調查法，以中部四縣市953名國中生為研究對象。在取得樣本學生93學年度上學期第三次英語科段考成績後，即進行描述統計、單因子多變量變異數分析、皮爾森積差相關、典型相關、簡單迴歸與多元迴歸分析等統計方法分析資料。茲將本研究結果歸納如下：|
The main purpose of this study was to investigate the relationships among foreign language anxiety, academic attributions for success and failure, academic self-concept, and academic achievement. The participants were 953 junior high school students in the central area of Taiwan and completed a set of questionnaires about English learning. After the participants’ grades of English final exam in the first semester of 93rd academic year were collected, the data were analyzed by descriptive statistic, one-way MANOVA, Pearson’s product-moment correlation, canonical correlation, simple regression, and multiple regression. The results were as follows:
1.Of the three facets of English anxiety, the students had
the highest level of fear of negative evaluation and the
lowest level of communication apprehension.
2.Junior high school students were prone to attribute their
success in English to effort and ability and to attribute
their failure in English to the effort.
3.The higher grade students were in, the stronger English
anxiety they felt and the worse their English self-
4.The stronger anxiety students felt, the less likely they
were to attribute their success in English to internal
factors but the more likely they were to attribute their
failure in English to uncontrollable factors.
5.The stronger English anxiety students felt, the worse
their English self-concept was.
6.The stronger English anxiety students felt, the worse
their English achievement was.
7.The more likely students were to attribute their success
and failure in English to luck, the worse their English
achievement was; instead, the more likely students were
to attribute their success and failure in English to
effort, the better their English achievement was.
8.The better students’ English self-concept was, the
better their English achievement was.
9.Students’ attributions for success and failure in
English were mediators between English anxiety and
10.Students’ English self-concept was a mediator between
English anxiety and English achievement.
11.Students’ background variables, English anxiety,
attributions for success and failure in English, and
English self-concept can significantly predict English
|Appears in Collections:||[教育研究所] 博碩士論文|
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