隨著社會的發(fā)展,人們越來越重視心理健康,而作為心理健康重要影響因素之一的社會支持也得到了人們的廣泛關(guān)注。現(xiàn)代教育重視“以學(xué)習(xí)者為中心”,所以學(xué)習(xí)者的自主學(xué)習(xí)能力越來越需要被重視。許多國內(nèi)外的專家對此進行了深入的研究,從研究對象來看,涉及高中學(xué)生層面的相關(guān)研究少之又少;從研究內(nèi)容來看,關(guān)于影響英語自主學(xué)習(xí)能力的外界因素的研究較少,鑒于此,本文探究高中學(xué)生的感知社會支持和英語自主學(xué)習(xí)能力發(fā)展的關(guān)系,以及其交互作用等對于學(xué)習(xí)成績的影響。在研究過程中采用問卷調(diào)查和訪談,通過這種定量和定性相結(jié)合的方法,以江西師范附屬中學(xué)170名高三學(xué)生作為被試,選用徐錦芬編制的《自主學(xué)習(xí)能力量表》(原始信度系數(shù)為0.861)和肖庚生編制的《感知社會支持量表》(原始信度系數(shù)為0.949),通過收集數(shù)據(jù),經(jīng)過檢驗問卷具備較高的信度和效度,信度分別為0.941和0.871,且結(jié)構(gòu)效度良好,從而保證了研究結(jié)果的可信性。數(shù)據(jù)經(jīng)過預(yù)處理之后,首先采用SPSS完成描述性分析和獨立樣本T檢驗。其次,采用多元線性回歸分析找到顯著的預(yù)示變量。最后用Amos建立模型并對理論模型進行驗證。本研究討論了以下幾個問題:1.所調(diào)查的高中生的感...

【文章頁數(shù)】：63 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Abbreviations
Chapter1 Introduction
    1.1 Research Background
    1.2 The Significance of the Research
    1.3 The Overview of the Research
Chapter2 Literature Review
    2.1 Perceptions of Social Support
        2.1.1 Definition of Perceptions of Social Support
        2.1.2 Classifications of Perceptions of Social Support
    2.2 Autonomous Learning Ability
    2.3 Studies on Relationship of Social Support and Autonomous
    2.4 Limitations of Previous Research
Chapter3 Research Design
    3.1 Research Questions
    3.2 Research Method
    3.3 Participants
    3.4 Instruments
    3.5 Data Processing Method
Chapter4 Results and Discussion
    4.1 Current Situations of perceptions of Social Support and Autonomous Learning Ability
        4.1.1 Current Situation of High School Students’ Perceptions of Social Support
        4.1.2 Current Situation of Surveyed High School Students’ English Autonomous Learning Ability
    4.2 Differences Between High Achievers and Low Achievers inStudents’ Perceptions of Social Support
        4.2.1 The results of independent samples test of perceptions of social support
        4.2.2 The results of independent samples test of high school students’ Englishautonomous learning ability
    4.3 Mediating Effect Between Perceptions of Social Support and Autonomous Learning Ability
        4.3.1 Multiple Regression Analysis of Students’ Perceptions of Social Support,English Autonomous Learning Ability to English Achievements
        4.3.2 Structural Equation Model of Perceptions of Social Support and Autonomous Learning Ability on English Achievements
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations and Suggestions for Future Research
Bibliography
Appendix1
Appendix2
Acknowledgement
在讀期間公開發(fā)表論文(著)及科研情況



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