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基于SPSS的英语专业学生英语学习自我效能感和归因方式研究.docx

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基于SPSS的英语专业学生英语学习自我效能感和归因方式研究 Introduction Self-efficacyandattributionaretwoimportantfactorsthatinfluenceEnglishlearninginstudents.Self-efficacyreferstoanindividual'sbeliefinhisorherabilitytoaccomplishataskorachieveagoal.Attribution,ontheotherhand,referstotheexplanationsorreasonsthatpeoplegivefortheirsuccessesorfailures.InthefieldofEnglishlanguagelearning,thesetwofactorshavebeenshowntohaveasignificantimpactonacademicachievementandoverallsuccessinlearning.Thispaperaimstoexploretherelationshipbetweenself-efficacyandattributionamongEnglishmajorstudentsusingSPSS. LiteratureReview Self-efficacyisaconceptthatwasfirstintroducedbyBandura(1977)inhissocialcognitivetheory.AccordingtoBandura,self-efficacybeliefsaffectanindividual'smotivation,behavior,andthoughtprocesses.Individualswithhighself-efficacybeliefsaremorelikelytoengageintasks,persistinthefaceofchallenges,andrecoverfromfailures.InthecontextofEnglishlanguagelearning,self-efficacyisapredictorofacademicperformance,languageproficiency,andmotivation(Gao&Li,2018). Attributiontheory,ontheotherhand,suggeststhatindividualswillattributetheirsuccessesandfailurestovariousfactorssuchasability,effort,andluck.Studentswhoattributetheirsuccessestointernalandcontrollablefactors(e.g.,abilityandeffort)andtheirfailurestoexternalanduncontrollablefactors(e.g.,luck)aremorelikelytohavehigheracademicachievementandberesilientinthefaceoffailure(Weiner,1985). Methodology Participants Theparticipantsinthisstudyare100EnglishmajorstudentsfromauniversityinChina.Theparticipantswererecruitedthroughconveniencesampling.Thesampleconsistsofbothmaleandfemalestudents,ranginginagefrom18to23yearsold. Instruments Thesurveyquestionnairewasusedtomeasuretheparticipants'self-efficacyandattribution.Theself-efficacyscalewasadaptedfromtheGeneralSelf-EfficacyScaledevelopedbySchwarzerandJerusalem(1995).TheattributionscalewasadaptedfromtheAcademicAttributionalStyleQuestionnairedevelopedbyPeterson,Semmel,vonBaeyer,Abramson,Metalsky,andSeligman(1982).Bothscalesweretranslat