论文目录 | |
| Abstract | 第1-6页 |
| 摘要 | 第6-11页 |
| Acronyms | 第11-14页 |
| Chapter one Introduction | 第14-19页 |
| 1.1 Background of the study | 第14-17页 |
| 1.1.1 The requirement of self-efficacy and self-regulated English learning in Newcurriculum | 第14-15页 |
| 1.1.2 The current state of junior school students’ English learning | 第15页 |
| 1.1.3 Self-regulated learning | 第15-16页 |
| 1.1.4 Self-efficacy | 第16-17页 |
| 1.2 Significance of the study | 第17页 |
| 1.3 Organization of the study | 第17-19页 |
| Chapter Two Literature Review | 第19-31页 |
| 2.1 Review on self-regulated learning | 第19-23页 |
| 2.1.1 Definitions of self-regulated learning | 第19-21页 |
| 2.1.2 Issues about the self-regulated learning | 第21-23页 |
| 2.1.2.1 Characteristics of self-regulated learners | 第21-22页 |
| 2.1.2.2 Key factors in self-regulated learning | 第22-23页 |
| 2.2 Review on self-efficacy | 第23-27页 |
| 2.2.1 Definitions of self-efficacy | 第23-25页 |
| 2.2.2 Factors concerned with self-efficacy | 第25-26页 |
| 2.2.2.1 Gender | 第25页 |
| 2.2.2.2 Academic achievement | 第25-26页 |
| 2.2.3 Sources concerned with self-efficacy | 第26-27页 |
| 2.2.3.1 Mastery experience | 第26页 |
| 2.2.3.2 Vicarious experience | 第26-27页 |
| 2.2.3.3 Social persuasion | 第27页 |
| 2.2.3.4 Physiological and affective states | 第27页 |
| 2.3. The function of English learners’ self-efficacy in self-regulatedEnglish learning | 第27-30页 |
| 2.3.1 Self-efficacy and learning motivation | 第27-28页 |
| 2.3.2 Self-efficacy and learning goal setting | 第28页 |
| 2.3.3 Self-efficacy and learning strategy use | 第28-29页 |
| 2.3.4 Self-efficacy and self-monitoring and evaluation | 第29-30页 |
| 2.4 Summary | 第30-31页 |
| Chapter Three Research Methodology | 第31-36页 |
| 3.1 Research questions | 第31-32页 |
| 3.2 Subjects | 第32-33页 |
| 3.3 Instruments | 第33-35页 |
| 3.3.1 Structure | 第33页 |
| 3.3.2 Content | 第33-34页 |
| 3.3.3 Reliability of the questionnaires | 第34-35页 |
| 3.4 Research procedure for data collection and analysis | 第35-36页 |
| Chapter Four Results and Discussions | 第36-57页 |
| 4.1. Results of the English learners’ self-efficacy | 第36-41页 |
| 4.1.1 The overall state of junior middle school students’ self-efficacy in Englishlearning | 第36-38页 |
| 4.1.2 The differences in junior middle school students’ self-efficacy in Englishlearning based on genders | 第38-39页 |
| 4.1.3 The differences in junior middle school students’ self-efficacy in Englishlearning based on grades | 第39-40页 |
| 4.1.4 The differences in junior middle school students’ self-efficacy in Englishlearning based on learning achievements | 第40-41页 |
| 4.2 Results of the English learners’ self-regulation | 第41-49页 |
| 4.2.1 The overall state of junior middle school students’ self-regulated Englishlearning | 第42-45页 |
| 4.2.2 The differences in junior middle school students’ self-regulated Englishlearning based on genders | 第45-46页 |
| 4.2.3 The differences in junior middle school students’ self-regulated Englishlearning based on grades | 第46-48页 |
| 4.2.4 The differences in junior middle school students’ self-regulated Englishlearning based on learning achievements | 第48-49页 |
| 4.3 The Correlation between junior middle school students’ self-efficacy and theirself-regulated English learning | 第49-55页 |
| 4.3.1 The correlation between junior middle school students’ self-efficacy andtheir self-regulated English learning | 第50-54页 |
| 4.3.2 The interrelationship among junior middle school students’ self-efficacy, their self-regulated English learning and English learningachievements | 第54-55页 |
| 4.4 The sources of junior middle school students’ self-efficacy | 第55-57页 |
| Chapter Five Conclusion | 第57-68页 |
| 5.1 Main findings | 第57-59页 |
| 5.1.1 On self-efficacy | 第57页 |
| 5.1.2 On self-regulation | 第57-58页 |
| 5.1.3 Correlations among self-efficacy, self-regulation and English learningachievements | 第58页 |
| 5.1.4 Sources of self-efficacy | 第58-59页 |
| 5.2 Pedagogical implications | 第59-65页 |
| 5.2.1 Enhancing self-efficacy in English learning | 第59-62页 |
| 5.2.1.1 Instructing proper attribution | 第59-60页 |
| 5.2.1.2 Enhancing successful experience | 第60页 |
| 5.2.1.3 Establish appropriate peer models | 第60-61页 |
| 5.2.1.4 Encouraging evaluation | 第61-62页 |
| 5.2.2 Improving self-regulation in English learning | 第62-64页 |
| 5.2.2.1 Arousing students’ self-regulation awareness | 第62页 |
| 5.2.2.2 Carrying on cooperative learning | 第62-63页 |
| 5.2.2.3 The training of learning strategies | 第63-64页 |
| 5.2.2.4 Directing self-regulated materials and ways | 第64页 |
| 5.2.3 Optimizing emotional education | 第64-65页 |
| 5.3 Limitations | 第65-66页 |
| 5.4 suggestions for future research | 第66页 |
| 5.5 Summary | 第66-68页 |
| References | 第68-73页 |
| Appendix A | 第73-76页 |
| Appendix B | 第76-79页 |
| 攻读学位期间发表的学术论文和研究成果 | 第79-80页 |
| ACKNOWLEDGEMENTS | 第80页 |
