學(xué)習(xí)韌性是學(xué)習(xí)者在面臨學(xué)習(xí)困境或挑戰(zhàn)時(shí)表現(xiàn)出的成功應(yīng)對和良好適應(yīng)的能力。學(xué)習(xí)適應(yīng)性是指學(xué)習(xí)者能夠根據(jù)學(xué)習(xí)過程中條件的變化,主動(dòng)做出身心調(diào)整,以求達(dá)到內(nèi)外學(xué)習(xí)環(huán)境相平衡并促進(jìn)學(xué)習(xí)發(fā)展的能力。相關(guān)研究表明,學(xué)習(xí)韌性與學(xué)習(xí)適應(yīng)性關(guān)系密切,但針對特定學(xué)科或領(lǐng)域的實(shí)證研究鮮有。鑒于此,本文通過實(shí)證研究,探討了大學(xué)生英語學(xué)習(xí)韌性和學(xué)習(xí)適應(yīng)性之間可能存在的關(guān)系,主要研究發(fā)現(xiàn)如下:(1)大學(xué)生英語學(xué)習(xí)韌性與學(xué)習(xí)適應(yīng)性各維度之間具有顯著的相關(guān)關(guān)系。(2)大學(xué)生英語學(xué)習(xí)韌性的強(qiáng)弱分組,在學(xué)習(xí)環(huán)境適應(yīng)性、英語教師適應(yīng)性和教學(xué)內(nèi)容適應(yīng)性維度上差異明顯。個(gè)體的學(xué)習(xí)韌性越強(qiáng),其學(xué)習(xí)適應(yīng)性水平越高;相反,個(gè)體的學(xué)習(xí)韌性越弱,則學(xué)習(xí)適應(yīng)性水平越低。(3)回歸分析結(jié)果表明,大學(xué)生英語學(xué)習(xí)韌性對學(xué)習(xí)適應(yīng)性各維度均存在不同程度上的預(yù)測作用。學(xué)習(xí)管理可顯著預(yù)測學(xué)習(xí)環(huán)境適應(yīng)性和網(wǎng)絡(luò)教學(xué)適應(yīng)性,積極認(rèn)知可預(yù)測英語教師適應(yīng)性,情緒調(diào)控可預(yù)測教學(xué)模式適應(yīng)性,個(gè)人毅力可顯著預(yù)測教學(xué)內(nèi)容適應(yīng)性。基于上述發(fā)現(xiàn),本文就如何進(jìn)一步深化學(xué)習(xí)韌性研究,改善大學(xué)生英語學(xué)習(xí)韌性,從而有效提升其學(xué)習(xí)適應(yīng)性水平提出了針對性的建議。

【文章頁數(shù)】：59 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
ABSTRACT
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Studies on Learning Resilience
        2.1.1 Research on Resilience
        2.1.2 Research on Learning Resilience
    2.2 Studies on Learning Adaptability
        2.2.1 Key Terms
        2.2.2 Research on Learning Adaptability
    2.3 Studies on Relationship between Learning Resilience and Learning Adaptability
Chapter Three Research Design
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
    3.4 Data Collection and Analysis
    3.5 Summary
Chapter Four Results and Discussion
    4.1 Distribution of College Students’ English Learning Resilience and Learning Adaptability
    4.2 Correlation between College Students’ English Learning Resilience and Learning Adaptability
    4.3 Differences of College Students’Learning Adaptability between Strong and Weak Groups of English Learning Resilience
    4.4 Influences of College Students’English Learning Resilience on Learning Adaptability
    4.5 Summary
Chapter Five Conclusion
    5.1 Major Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations and Suggestions for Further Studies
Acknowledgements
Bibliography
Appendix Ⅰ
Appendix Ⅱ



本文編號：3796496