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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6580

Title: 國中生外語焦慮、學業成敗歸因、學業自我概念與學業成就之關係研究-以英語科為例
Other Titles: The Relationships of Foreign Language Anxiety, Academic Attributions for Success and Failure, Academic Self-Concept, and Academic Achievement—English as an Example
Authors: 林吉祥
Contributors: 吳璧如
林吉祥
Chi-Hsiang Lin
Keywords: 外語焦慮;學業成敗歸因;學業自我概念;學業成就
Date: 2005
Issue Date: 2010-12-03
Description: 碩士
教育研究所
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:

一、國中學生的英語焦慮以害怕負面評價的程度最高,溝通恐懼的程
  度最低。
二、國中學生傾向將英語科成功表現歸因於努力夠與能力好,將失敗  表現歸因於努力不足
三、年級愈高的國中學生其英語焦慮愈高,且英語科自我概念愈不   佳。
四、英語焦慮愈高的國中學生愈不傾向將英語科成功表現歸因於內在  因素,對於英語科失敗表現則愈傾向歸因於不能控制的因素。
五、英語焦慮愈高的國中學生其英語科自我概念愈不佳。
六、英語焦慮愈高的國中學生其英語科學業成就愈不理想。
七、愈將英語科成敗表現歸因於運氣的國中學生其英語科學業成就就
  愈不佳,而愈將成敗表現歸因於努力者其學業成就愈佳。
八、英語科自我概念愈正向的國中學生其英語科學業成就愈佳。
九、國中學生的英語科成敗歸因為英語焦慮與英語科學業成就之間
  的中介變項。
十、國中學生的英語科自我概念為英語焦慮與英語科學業成就之間
  的中介變項。
十一、國中學生的背景變項、英語焦慮、英語科成敗歸因、及英語科
   自我概念對英語科學業成就具有預測力。

 
  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-
 concept was.
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
 English achievement.
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
 achievement.
Appears in Collections:[教育研究所] 博碩士論文

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