大学英语学业成绩影响因素的实证研究  

Empirical Study on the Influencing Factors of the Academic Performance of College English

作　　者：胡永近[1] HU Yong-jin(School of Foreign Studies,Suzhou University,Suzhou,234000,Anhui)

机构地区：[1]宿州学院外国语学院

出　　处：《蚌埠学院学报》2020年第1期53-60,共8页Journal of Bengbu University

基　　金：安徽高校人文社会科学研究重点项目(SK2018A0464);宿州学院校级重点课程(szxy2018zd25);宿州学院专业带头人项目(2019XJZY21);安徽省大学生创新训练项目(201810379145)

摘　　要：为考察大学英语学业成绩的制约因素及其影响力,以宿州学院为例从教师和学生两个主体讨论了教学风格、学习动机、学习策略、学业自我效能感和学业成绩的相互关系以及各种因素对学业成绩的作用方式。实验持续16周,采用调查问卷和访谈等方法。研究结果表明:教学风格、学习动机、学习策略、学业自我效能感和学业成绩相互之间均具有显著的正相关;教学风格、学习动机、学习策略和学业自我效能感对学业成绩具有不同程度的预测力;学习动机、学习策略和学业自我效能感在教学风格和学业成绩之间起部分中介作用。最后结合实验分析建构了各因素和学业成绩关系的概念模型。It investigated the relevance among teaching style(TS),learning motivation(LM),learning strategy(LS),academic efficacy(AE)and academic performance(AP)and the function mode of TS,LM,LS and AE taking Suzhou University as an example to explore into the influencing factors of the academic performance of College English in this experimental study.In 16 weeks,the study was conducted via questionnaire survey and interview.The results showed there were significant correlations among TS,LM,LS,AE and AP;TS,LM,LS and AE could predict AP;LM,LS and AE had mediator effect between TS and AP.At last,a tentative conceptual model of the relation among TS,LM,LS,AE and AP was constructed in this paper.

关 键 词：大学英语 学业成绩 实证研究 概念模型 

分 类 号：H319.3[语言文字—英语]