毕业论文（设计）心理暗示对大学生英语学习自我效能感的影响.pdf

西南大学硕士学位论文心理暗示对大学生英语学习自我效能感的影响申请学位级别：硕士专业：英语语言文学硕士学位论文心理喑示对大学生英语学习自我效能感的影响学科专业：英语语言文学 研究方向：语言学及现代英语指导教师：张家政副教授 研究生：刘岚(112006310000038)内盗摘要自从Bandura(1977)的自我效能感概念一经提出，就在不同学科、领域中被不 断检验并从中得到支持性的发现结果。近些年来，自我效能感理论在教育领域中日 益受到重视，研究成果颇丰(Lent,Brown&Larkin,1984;Zimmerman,Bandura&Martinez-Pons,1992;Zimmerman,2000：Schunk&Pajares,2002；周勇、董奇，1994：王凯荣、辛涛、李琼，1999；胡桂英、许百华，2002,2003；张日昇、袁莉敏，2004)。但是，许多研究都局限于自我效能感与学生成绩的相关性研究上，尤其在中国更是 如此，大多数研究都是关于自我效能感与学生的学习成绩、动机、归因、目标设定 以及学习铤略等的相关性研究。另外，心理暗示在教育领域同样也引起了许多研究者的关注(Rosenthal&Jacobson,1968;Lozanov,1982;Babad,1993;Spitz,1999)。尽管教育研究者已经意识到 自我效能法是影响学生学习成绩的重要因素，心理暗示可以有效的促进学生学习，但是将二者联系在一起的研究却不多见。我们相信，探寻心理暗示能否提升大学生 英语学习自我效能感，从而提高其英语学习成绩，具有重要的理论意义和实践参考 价值。因此，本研究以此为切入点，假设心理暗示会对大学生的英语学习自我效能 感产生影响。为了证实此假设，作者进行了实证研究，在自我效能感理论的指导下,选择了重庆通信学院通信工程专业的126名大学二年级学生作为研究对象，并将其 分为实验班与控制班，由论文作者作为其英语教师在英语课堂教学过程中对实验班 的学生进行心理暗示干预，并以英语学习自我效能感量表以及英语前测、后测数据 为主要指标进行分析，研究心理暗示是否对大学生英语学习自我效能感产生影响，从而能否提高其英语学习成绩。西南大学硕士学位论文研究得到以下几个主要结论：1.通过从实验班与控制班所收集的数据对比分析发现，在大学英语教学过程中，对学生进行心理暗示，提高了他们的英语学习自我效能感，而学生英语学习自我效 能感的提升又促进了其英语学习成绩的提高；2.大学生的英语学习自我效能感以及其受喑示性无显著性别差异；3.在对心理暗示为何能提高大学生英语学习自我效能感进行分析时发现：积极 的心理暗示（包括来自教师的、学生的、环境等）是提升大学生英语学习自我效能 感的主要原因。据此，本研究结果总体上证明了心理暗示对大学生英语学习自我效能感的提升 有积极影响。尽管如此，本研究尚存许多不足之处，例如，调查对象样本不够大以及研究分 析不够全面等。因此，本研究仍需进一步的研究探索。关键词：大学生；心理暗示；英语学习自我效能感；影响M.A.THESISInfluence of Psychological Suggestion on College Students5 English Learning Self-EfficacyMajor:Specialty:Supervisor:Author:English Language and Literature Linguistics and Modem English Associate Professor Zhang Jiazheng Liu LanAbstractSince Banduras(1977)proposition,a large body of research on self-efficacy has been generated in various disciplines and settings and it has got support from a growing body of findings from diverse fields.Moreover,in recent years,researchers have attached more and more attention to the study of self-efficacy in educational area and plenty of achievements have been got(Lent,Brown&Larkin,1984;Zimmerman,Bandura&Martinez-Pons,1992;Zimmerman,2000;Schunk&Pajares,2002;Zhou Yong&Dong Qi,1994;Wang Kairong,Xin Tao&Li Qiong,1999;Hu Guiying&Xu Baihua,2002,2003;Zhang Risheng&Yuan Limin,2004).However,many researches,especially those in China,are limited to investigating the correlation between learners5 self-efficacy and achievements,motivation,attribution,goal setting,and learning strategies.Moreover,there are plenty of studies on psychological suggestion in educational field(Rosenthal&Jacobson,1968;Lozanov,1982;Babad,1993;Spitz,1999).Although it has been realized that self-efficacy is a critical factor to influence learners achievements,meanwhile,psychological suggestion facilitates teaching and learning,few researchers connect them together and do some research on it.It is believed that the study on whether psychological suggestion is effective to enhance college students*English learning self-efficacy and thereby their achievements in English is of great theoretical and practical ii 西南大学硕士学位论文significance.It is hypothesized that psychological suggestion influences college students?English learning self-efficacy in this study.Aim to prove the hypothesis,an experiment was conducted.Based on Bandura*self-efficacy theory and researches on psychological suggestion,126 sophomores,who were majoring in communication engineering,Chongqing Communications Institute,were selected to be the subjects,and they were divided into experimental and controlled class.In the process of teaching,the author,their English teacher applied psychological suggestion to students in the experimental class.The collected data of students,English learning self-efficacy scales and their scores in pre-test and post-test were analyzed,with the purpose of exploring the influence of psychological suggestion on college students,English learning self-efficacy.The major findings of the study are:1.From the comparative analysis of data collected in the experimental and controlled class,it is found that the psychological suggestion does enhance college students*English learning self-efficacy.Furthermore,their enhanced English learning self-efficacy promotes their achievements in English.2.There is no significant difference between the male and female college students*English learning self-efficacy and their suggestibility as well.3.An analysis of why psychological suggestion enhances college students,English learning self-efificacy indicates that,among others,positive psychological suggestion from the perspective of teacher and students as well as the environment,is the most effective way to enhance college students English learning self-efficacy.Therefore,this study proves the positive influence of psychological suggestion on college students English learning self-efficacy,and the positive influence of increased English learning self-efficacy on their achievements in English.However,there are some limitations of this study,such as the not big enough size of sample,the deficiency of processing and analyzing of the data,etc.Therefore,further studies are hoped to lead to more overall results.Key words:college students,psychological suggestion,English learning self-eflRcacy,influenceList of TablesTable 4.1 Subjects Information.25Table 4.2 Information of the English Learning Self-efficacy Scale.26Table 4.3 Reliability Statistics in the English Learning Self-efficacy Scale.27Table 4.4 Information of the English Test.28Table 5.1 Mean and Standard Deviation of the Experimental and Controlled Class.30Table 5.2 T-test of Specific Sort.30Table 5.3 Correlation of Students,English Learning Self-efficacy and Their Achievements in English.31Table 5.4 Increasement of Students English Learning Self-efficacy and Their Achievements in English.32Table 5.5 Comparison of Students,English Learning Self-efficacy of Different Genders.33Table 5.6 Comparison of Students,Suggestibility of Different Genders.33III独创性声明学位论文题目：心理暗示对大学生英语学习自我效能感的影响本人提交的学位论文是在导师指导下进行的研究工作及取得的研究成果。论文 中引用他人已经发表或出版过的研究成果，文中已加了特别标注。对本研究及学位 论文撰写曾做出贡献的老师、朋友、同仁在文中作了明确说明并表示衷心感谢。学位论文作者:M Ai 签字日期：2009年4月15日学位论文版权使用授权书本学位论文作者完全了解西南大学有关保留、使用学位论文的规定，有权保留 并向国家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅。本人 授权西南大学研究生院可以将学位论文的全部或部分内容编入有关数据库进行检 索，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。（保密的学位论文在解密后适用本授权书，本论文：M不保密，口 保密期限至 年 月止）.学位论文作者签名：词导师签名：列原取签字日期：2009年4月15日 签字日期：2009年4月15日AcknowledgementsIt is my honor to take this opportunity to extend my sincere gratitude to those who have given me courage,comfort and help.It is their kindness that helps me go through the arduous process of thesis writing.First and foremost,I am indebted to my supervisor,Professor Zhang Jiazheng,who has been helping me at various stages of the preparation,writing and revising of my thesis.His illuminating instruction,invaluable suggestions and constant encouragement have helped greatly to complete this thesis.Secondly,my special thanks go to Professor Yang Bingjun,whose appreciation of the choosing of the topic inspires me a lot,and Professor Liu Chengyu,who gives me suggestions and guidance on the thesis writing.I am also thankful for Professor Chen Zhian,Professor Liu Jiarong,Professor Wen Xu,Professor Li Li,Professor Jia Zhigao,Professor Lin Wenzhi,and other professors who have taught me.It is their help and instruction in the three years of my graduate studies that contribute to the completion of this thesis.Thirdly,I must offer my thanks to the subjects attending my experiment.It is their cooperation that results in the smooth conducting of the experiment.I also cannot forget my classmates and friends,who give me help on the thesis writing.Last but not least,my deep gratitude is owed to my beloved parents,who have been supporting and encouraging me during my whole life and this thesis writing process.Chapter OneIntroductionIn this chapter,the author will present a general picture of this whole thesis with some explanation as to why the present study is selected and how the research will be conducted.1.1 Background of the StudySince Bandura(1977)developed the theory of self-efficacy,it has been gaining steady interest in various disciplines and settings and has got support from a growing body of findings from diverse fields,which include mental health,health behavior,decision making and sales performance in business,athletic performance,career choices,social and political change and psychology.During the last three decades,seirefficacy has received increasing attention in educational research(Bandura,1997).Self-eflficacy has been especially prominent in studies of educational constructs such as academic achievement,attributions of success and failures,goal setting,social comparisons,memory problem solving,career development,teaching and teacher education.Based on the self-efficacy theory,more and more researches focus on the crucial nature and role of self-efficacy in the field of foreign language learning(Zimmerman,2000;Schunk&Pajares,2002).It seems that the first important step towards successful learning of English is to help students to establish positive self-efficacy about their capabilities.In China,studies have investigated the relationships among learners learning self-efficacy,achievements,motivation,attribution,goal setting,and learning strategies(Wang Kairong,Xin Tao&Li Qiong,1999;Wang Yongyue,2002;Wu Xiuwen,2002;Zuo Bin&Tan Yali,2002;Hu Guiying&Xu Baihua,2002,2003;Zhang Lin&Zhang Xiangkui,2003;Zhang Qingzong,2004;Zhang Risheng&Yuan Limin,2004;Lu Jie,2005;Chen Huai,2006).Studies have shown that self-efficacy has positive correlation 12西南大学硕士学位论文with academic achievements,motivation,attribution,goal setting,and learning strategies,although eflects and relationships vary greatly depending on the manner in which self-efficacy is operationalized and assessed.Moreover,there are plenty of studies on psychological suggestion in educational area(Rosenthal&Jacobson,1968;Lozanov,1982;Babad,1993;Spitz,1999),such as suggestopedia(Lx)zanov,1982)which has been proved effective in foreign language teaching.Although researchers and educators have long recognized that students,self-efficacy plays an essential role in their achievements in learning,and psychological suggestion is an effective way of teaching,few researchers combine them together and do some research on it.Hence,it is the very starting point of this thesis.1.2 Objectives of the StudyResearchers have done a lot of work to prove that specific domain self-efficacy,not the generalized self-efficacy,is a better predictor in peoples performance(Multon,Brown&Lent,1991;Ferrari&Parker,1992;Zimmerman,2000;Lindley&Borgen 2002).Therefore,this thesis will fbcus on students,English learning.In this thesis,it is hypothesized that psychological suggestion is an effective way to enhance college students,English learning self-efficacy and eventually improve their achievements in English.The objective of the study is three-fold:testifying whether psychological suggestion influences college students English learning self-efficacy,moreover,what kind of influence it is;exploring how psychological suggestion influences college students English learning self-efficacy;finding out some effective psychological suggesting methods to enhance college students English learning self-efficacy.1.3 Significance of the StudyThe proposition of self-efficacy concept has spawned a body of research on impacts of self-efficacy in areas of organizational study,training analysis,health communication,career searching,education,etc.Consistent findings exist to support its role as an,important mediator between psychological change and behavior change.By simply Chapter One Introduction 3measuring selfefficacy and treating it as an exogenous variable,prior researches have established robust links between self-eflficacy and peoples motivation,affective states,attitudes and behaviors.However little insight has been provided to explain how psychological suggestion influences peoples self-efficacy in the first place.With a view to exploring the influence of psychological suggestion on college students1 English learning self-efficacy,the present study sets out to study students*self-efficacy in learning English as a foreign language at the tertiary level in China.The findings would be enlightening in guiding L2 teachers to enhance college students*English learning self-efficacy,and eventually improve their achievements in English.Furthermore,the conclusion will lend support for the theoretical study of self-efficacy,and is of practical significance in proving the effectiveness of psychological suggestion in foreign language teaching.1.4 Overall Structure of the ThesisThis thesis consists of six chapters.Chapter One is an introduction of the research background,objectives,significance of the present study and the overall structure of the thesis as well.Chapter Two mainly reviews related researches on self-efficacy in educational field.It provides an overview of the historical and contemporary issues related to self-efficacy at home and abroad.Chapter Three focuses on the researches on psychological suggestion and provides the theoretical foundation for the experiment.Chapter Four and Chapter Five constitute the major body of the thesis.Chapter Four makes explicit the research questions and subject selection,describes the instruments,usage and structure,as well as the reliability and validity;moreover,the specific procedures of this experiment are presented.In Chapter Five,the research results and findings are discussed in accordance with the research questions.In addition,the pedagogical implications of this study are presented in this chapter.Chapter Six is the conclusion part.Major findings and the limitations of the study are presented.Some suggestions for future studies are also proposed.Chapter TwoPrevious Studies on Self-efficacy in Educational FieldThis chapter devotes to review the previous research on self-efficacy in educational field,which provides the theoretical preliminaries for the present investigation.And before the overview,a brief introduction of the self-efficacy theory will be offered,focusing on its definition and sources.2.1 Self-efficacy TheoryIn 1963,Bandura and Walters wrote Social Learning and Personality Development,broadening social learning theory with the principles of observational learning and vicarious reinforcemenf,.By the 1970s,however,Bandura became aware that a key element was missing not only from the prevalent learning theories at that time but also from his own social learning theory.In 1977,with the publication of Self-efficacy:Toward a Unifying Theory of Behavioral Change,he identified the missing element-self-efficacy.Furthermore,with the publication of Social Foundations of Thought and Action:A Social Cognitive Theory,Bandura(1986)improved the theory of self-efficacy.In sociocognitive perspective,individuals are viewed as proactive and self-regulating rather than as reactive and controlled by biological or environment forces.And also individuals are thought to possess self-beliefs that enable them to exercise a measure of control over their thoughts