声明
Abbreviation
Chapter 1 Introduction
1.1 Background of The Study
1.2 Purpose and Significance of The Study
1.3 Framework of The Study
Chapter 2 Literature Review
2.1 Introduction of Self-Directed Learning
2.1.1 Definition of Self-Directed Learning
2.1.2 the Theoretical Perspective of Self-Directed Learning
2.1.3 Summary of Historical Research on Self-Directed Learning
2.2 Content of Perceived School Climate
2.2.1 Definition of School Climate and Perceived School Climate
2.2.2 Historical Studies of School Climate
2.2.3 Dimensions of School Climate
2.3 Previous Studies on The Relations among Self-Directed Learning, Perceived School Climate and English Achievements
2 . 3 . 2 the Relation between Perceived School Climate and Self-Directed Learning
2.4 Limitations of Previous Related Researches
Chapter 3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.4 Self-Directed Learning Readiness Scale (SDLRS)
3.4.1 Autonomous Learning
3.4.2 Lifelong Learning
3.4.3 Open Learning
3.4.4 Passive Learning
3.4.5 Love of Learning
3.4.6 Effective Learning
3.5 Perceived School Climate Inventory-M (PSCI-M)
3.5.1 Order and Discipline
3.5.2 Teacher-student Relation
3.5.3 Student-student Relation
3.5.4 Academic Pressure
3.5.6 Developmental Diversity
3.6 Data Collection and Analysis Process
Chapter 4 Results and Discussion
4.1 Descriptive Statistics of the Variables
4.2 Reliability and Validity of Self-Directed Learning Readiness Scale (SDLRS) and Perceived School Climate Inventory-M (PSCI-M)
4.3 T-test for Self-Directed Learning Readiness Scale (SDLRS) and Perceived School Climate Inventory-M (PSCI-M)
4.4 Correlations among Self-Directed Learning Readiness Scale (SDLRS) Perceived School Climate Inventory-M (PSCI-M) and English Achievement
4.5 Path Analysis
4.6 Structural Equation Modeling
4.7 Discussion
Chapter 5 Conclusion
5.1 Major Findings
5.2 Implications of the Study
5.3 Limitations and Suggestions for Further Study
参考文献
Appendix
致谢
在读期间公开发表论文(著)及科研情况
江西师范大学;