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本研究采用问卷形式对303名高二学生进行调查,然后对数据进行相关分析和回归分析。研究结果表明:自主学习与学习动机总体之间呈显著正相关关系,学习动机的各组成部分与自主学习之间的关系不同,其中对待英语学习的态度与自主学习之间的正相关关系最强,其次是融合性,再次是标准尺度。阻碍工具、同化焦虑、民族中心主义以及英语焦虑与自主学习各部分之问呈显著负相关关系。自主学习及其各组成部分与学习成绩之间呈显著正相关关系。学习动机总体与学习成绩之间无显著相关性,但其中对待英语学习的态度、融合性和对待二语群体的态度与成绩之间存在显著正相关关系,应该自我、家庭影响、阻碍工具、同化焦虑、民族中心主义以及英语焦虑与学习成绩之间呈显著负相关关系。自主学习对学习成绩的影响程度较为显著。
In this study, 303 high school students were investigated by questionnaire, then the data were analyzed and regression analysis. The results show that there is a significant positive correlation between autonomous learning and overall learning motivation, and the relationship between the various components of learning motivation and autonomous learning is different. Among them, the positive correlation between self-regulated learning attitude and self-directed learning is the strongest , Followed by integration, again standard. Obstacles to tools, assimilation anxiety, ethnocentrism and English anxiety were significantly negatively correlated with those of autonomous learning. There was a significant positive correlation between autonomous learning and its components and academic performance. There was no significant correlation between overall learning motivation and academic performance, but there was a significant positive correlation between attitudes towards English learning, integration and attitudes toward second language groups and scores. Self-efficacy, family influence, obstruction of tools, assimilation Anxiety, ethnocentrism and English anxiety and academic performance were significantly negatively correlated. The impact of autonomous learning on academic performance is more significant.