摘要
研究主要考察初中生英语自我效能感、知觉到的教师期望与英语成绩的关系。探索性和验证性因素分析结果表明,初中生英语自我效能感包括学科能力感、目标自信感、挫折效能感和策略使用感四个维度。研究得出高成绩组学生的英语自我效能感及知觉到的教师期望显著高于低成绩组学生;英语自我效能感具有显著的性别差异、年级差异与学校类型差异;年级、学校类型、英语自我效能感中的能力因子与挫折因子及知觉到的教师期望中的态度因子是英语成绩的显著预测变量。
The study exploded the relationships of junior high school students＇ English self-efficacy with teacher-expectancy perception and English aehievernent. By EFA and CFA, four factors, capacity of self-efficacy, frustration of self-efficacy, aim of self-efficacy, and strategies of self-efficacy,were gained. Significant differences were found between different achievements in English self-efficacy and teacher-expectancy. English self-efficacy varied with grade and type of school. The significant variables for predicting Enghish achievement were found to be the capacity factors and frustration factors in grad, type of school and Enghish self-efficacy, and the atlitude factors in teacher-expectancy perception.
出处
《心理科学》
CSSCI
CSCD
北大核心
2008年第1期230-233,221,共5页
Journal of Psychological Science
基金
辽宁省“十一五”教育科学规划课题(基310)
关键词
初中生
英语自我效能感
知觉到的教师期望
英语成绩
junior high school students, English self-efficacy, teacher-expectancy perception, English achievement
