大学生网络英语学习自我效能感与外语学习焦虑和归因的关系研究  

A Study on the Relationship Between Self-efficacy of the English E-learning and Foreign Language Anxiety,Attribution of College Students

作　　者：史利红[1] 

机构地区：[1]北京印刷学院外语教学部,北京102600

出　　处：《北京印刷学院学报》2014年第5期54-59,共6页Journal of Beijing Institute of Graphic Communication

基　　金：2014年北京市本科生科学研究计划项目"大学生网络学习自我效能感研究"(08150114/130)成果之一

摘　　要：网络学习现在已经成为一种主流的学习方式,为探索网络英语学习自我效能与外语学习焦虑和归因的关系,本文对网络英语学习自我效能与外语学习焦虑和归因的关系进行了问卷调查。结果显示:计算机网络技术对网络英语学习自我效能影响最大;男大学生外语学习焦虑和失败外在归因显著高于女大学生,艺术专业学生网络英语学习自我效能感和成功外在归因显著高于管理专业学生;网络英语学习自我效能与外语学习焦虑、失败外在归因为显著负相关关系,与成功内在归因呈显著正相关。除成功内在归因外,外语学习焦虑与其他归因方式都为显著正相关关系。获取信息自信感、网络交流自信感、成功外在归因和失败内外在归因是外语学习焦虑的显著预测变量。This paper makes an investigation into the relationship between the English E-learning self-efficacy level, foreign language anxiety and the attribution of the college students through questionnaires. The results show ： 1 ） Students＇ computer skills can greatly affect their e-learning self-efficacy level. 2 ） Male college students＇ foreign language anxiety and their failure external attribution are significantly higher than those of females. The English e-learning self-efficacy level of art students is significantly higher than those of management students. 3 ） English e-learning self-efficacy level has significant negative correlation with the foreign language anxiety and failure external attribution. Except for success internal at- tribution, foreign language anxiety has significant positive correlation with all the other attributions. Beliefs in information acquisition and network communication, success external attribution, failure internal and external attributions can be significant indicators of foreign language anxiety.

关 键 词：自我效能 网络英语学习 外语学习焦虑 归因 

分 类 号：G64[文化科学—高等教育学]