学习者的情感因素对网络自我监控学习行为影响研究

Influence of Learners'Emotional Factors on Self-monitoring Learning Behavior under the Internet Circumstances

在对大学非英语专业一、二年级学生在网络环境下自我监控学习能力的情况进行问卷调查的基础上,研究了网络环境下,大学英语学习者的学习动机、自我效能感和归因对其自我监控学习行为的影响。结果表明:这两个年级学生的自我监控水平偏低,各项指标差别不大,未呈现显著差异性;其自我监控行为与深层型学习动机呈极其显著的正相关,与表层型学习动机呈极其显著的负相关;其自我监控学习行为与自我效能感,呈极其显著的正相关;其自我监控学习行为与内部归因呈显著正相关,与外部归因呈显著负相关。同时,依据研究结果对大学英语网络教学提出了建议。

A survey of non-English majors＇self-monitoring learning ability under the internet circumstances and the study on the relation between self-monitoring behavior and English learning motivation,self-efficacy and attribution has been done by conducting questionnaires on freshmen and sophomores.The findings are as followings：（1） Under the internet circumstances,students＇self-monitoring level is low on the whole.The indicators are not very different from each other,and no significant difference is shown.（2）Students＇self-monitoring behavior positively correlated with their deep learning motivation,but negatively correlated with surface motivation.（3）Self-monitoring learning behavior has an extremely significant correlation with students＇self-efficacy level.（4）Self-monitoring learning behavior positively correlated with the internal attribution,yet negatively correlated with the external attribution.The paper proposes three suggestions for college English net teaching.