自我效能、自主学习能力、学习策略与学习成就多维关系实证研究

An Empirical Study of Relations between Self-efficacy,Autonomous Learning Ability,Language Learning Strategies and CET4 Scores

通过问卷调查,运用相关性分析和线性回归模型,探讨自主学习能力、自我效能感、学习策略与英语学习成就的内在关系。研究发现:高职英语专业学生自我效能感整体偏低,自主学习能力达到合格水平,学习策略使用频率为中等;自我效能感与学习成就不相关,自我效能感却与自主学习能力和学习策略显著正相关,自主学习能力、学习策略与学习成就显著正相关;自我效能感、自主学习能力和学习策略能预测学习成就,其中自主学习能力和记忆策略是学习成就的显著预测变量。

Based on questionnaire surveys,this study conducted correlation and linear-regression analysis to explore the multidimensional relations between self-efficacy,autonomous learning ability,language learning strategies and CET4 Scores among English majors in vocational colleges.The empirical study demonstrated that:1)the respective mean values for self-efficacy and autonomous learning ability were 2.36(Likert4)and 3.06(Likert 5),and the average frequency of overall use of learning strategies was 3.01(Likert 5)falling into"medium frequency";2)that self-efficacy had no correlations with CET4 scores,but indicated a significantly positive correlation with autonomous learning ability and learning strategies.Moreover,both autonomous learning ability and language learning strategies demonstrated an obviously positive correlations with CET4 Scores;3)that self-efficacy,autonomous learning ability and language learning strategies predicted the CET4 marks,with autonomous learning ability and memory strategies acting as obviously and significantly predicting variables.To some extent,this empirical study acts as a theoretical and empirical basis for strengthening the necessity of sharpening self-efficacy,autonomous learning ability,language learning strategies in college English teaching.