归因视角下的初中生英语学习倦怠研究

摘要

学习倦怠意味着学生在长时间的学习、学业重压下而产生的情感的耗竭、态度冷漠和自我学习效能感易降低等状态，它对学生的身体心理健康和学业成就都产生不良效果。英语学习倦怠现象直接削弱学生学习英语的积极性，学生英语学习的效率和效果也备受影响。当今素质教育理念影响下，重视学生学习倦怠现象，探索怎样比较有效地降低学生英语学习的倦怠现象极其重要。目前情况下国内外学者更多的是做学习倦怠研究的定义界定、学习倦怠结构与学习倦怠测量及其影响因素等的研究，从归因视角探索学习倦怠的研究偏少。且在为数不多的研究中，关注的对象是大学生，对中学生尤其是初中生研究的较少。所以本研究主要聚焦于初中学生，通过调查研究了解初中生英语学习倦怠现状和英语学习归因倾向的现状，分析了初中生英语学习倦怠和英语学习归因倾向的关系，意在探讨初中生英语学习归因倾向对英语学习倦怠产生的影响，尝试从归因视角下提出相应降低英语学习倦怠的策略。
　　本研究主要以Weiner的归因理论和Maslach的三维倦怠理论为理论基础。本研究根据初中生英语学习倦怠现象和归因倾向的特征及两者的关系提出三个研究问题:a)初中生英语学习倦怠现状如何？b）归因倾向对初中生英语学习倦怠有什么影响？c）如果归因倾向对初中生倦怠有影响，本文基于研究提出什么建议？基于这些问题，本研究采用定量分析的方法，以广西江南中学、民族中学160名学生为研究对象，通过“初中生英语学习倦怠问卷”和“初中生英语学习归因倾向问卷”的调查研究，对两所初中学生英语学习的倦怠现状和归因倾向特点进行了全面细致的分析研究，探索分析了初中生英语学习归因倾向对英语学习倦怠的影响。分析和讨论数据后，有以下发现:a）初中生有一定的英语学习倦怠问题，主要体现在个人成就感方面;b）初中生倾向于将英语学习倦怠归因于学科因素和学生因素;c）归因问卷与英语学习倦怠问卷的关系为显著的相关关系。基于分析后，本研究提出相关建议:a）引导学生加强对英语学科的理解和端正英语学习态度;b）鼓励教师给予学生英语学习行为进行积极及时的评价和引导学生进行归因训练来减轻学习倦怠现象。希望本研究结果与发现对促进初中英语教学尽绵薄之力。

目录

摘要

Abstract

Content

List of tables

Chapter One Introduction

1．1 Research background

1．2 The Purpose and the significance of the study

1．2．1 The Purpose of the thesis

1．2．2 Theoretical signifieanee

1．2．3 Practical significance

1．3 An Overall Structure of the Paper

Chapter Two Literature Review

2．1 Overview on learning burnout

2．1．1 Definitions ol burnout

2．1．2 Learning burnout

2．1．3 English Learning Burnout

2．2 Theoretical Framework on learning burning out

2．2．1 Three-dimensional burnout theory of Maslach

2．2．2 Theory of Weiner

2．3 Studies on learning burnout at home and abroad

2．3．1 Studies on learning burnout at home

2．3．2 Studies on learning burnout abroad

Chapter three Methodology

3．1 Research Questions

3．2 Suhjeets

3．3 Instruments

3．3．1 Questionnaires

3．3．2 Individual interviews

3．4 Research procedures

3．4．1 Data collection and analysis

3．4．2 Individual interviews

Chapter Four ResuIts and Discussion

4．1 Results and discussions of junior high school students’English learning burnout questionnaire

4．1．1 The general description of junior high school students’English learning burnout

4．1．2 The results and discussion of the first dimension(Emotional exhaustion)

4．1．3 The results and discussion of the second dimension(Inappropriate behaviors)

4．1．4 The results and discussion of the third dimension(Personal aecompfishmentl

4．1．5 The results and discussion of the fourth dimension(Afienation between students and teachers)

4．2 Results and discussion ofjunior high school students’attribution questionnaire

4．2．1 The general description of junior high school students’attribution tendencies in English learning

4．2．2 The results and discussion of dimension(Students-related factors)

4．2．3 The results and discussion of dimension(Teacher-related factors)

4．2．4 The results and discussion of dimension(Environment-related factors)

4．2．5 The results and discussion of dimension(Subject-related factors)

4．3 The relationship and discussion between junior high school students’English learning burnout and English attribution tendency

4．3．1 Correlation between the overall English learning burnout questionnaire and students-related faetors

4．3．2 Correlation between the overall English learning burnout questionnaire and teacher-related factors

4．3．3 Correlation between the overall English learning burnout questionnaire and environment-related factors

4．3．4 Correlation between the overall English learning burnout questionnaire and subject-related factors

4．4 The result and discussion of the individuaI interview

4．4．1 The first Interview

4．4．2 The second interview

4．4．3 The third interview

4．4．4 The fourth interview

Chapter Five Conclusion

5．1 Major findings

5．2 Main implications

5．2．1 Suggestions for students

5．2．2 Suggestions for teachers

5．3 Limitations and further suggestions

References

Appendices

Acknowledgements

声明