摘要:为了解决在调查中发现的当今大学生在英语学习中存在的问题,我们需要改变学生的观念,提高他们的学习意识,塑造学生的归因,失败归咎于缺乏努力和战略,同时也需要给予一定的反馈;其次就是激发学生的内在兴趣,进行有趣的课堂教学,创造课外学习环境和改革考核制度;最后需完善学生的学习自主性,包括心理准备和技术准备。
e those who see other people as causing what happens to them are known as pawns. Feeling oneself to be an origin means that choice, freedom, and ownership of behavior become issues of personal responsibility. People will be more self-confident and take more risks in their learning, be more responsible for it, achieve more academically, and miss school less. On the other hand, feeling oneself to be a pawn in the hands of others abrogates choice and discourages any sense of personal responsibility for one’s actions.
Students need a secure learning environment for them and make sure that tasks offer a sense of achievement. And students need personal freedom of choice to pursue self-directed learning. They need to feel like origins rather than pawns.
3.3 Attributions, Beliefs and Motivation
Not only goals and needs can influence students’ motivation, attributions and beliefs about their own abilities as well as the reasons of their success and failure also contribute a lot to their learning motivation.
A person’s attributions for his/her success or failures influence his/her expectations for future success and there by his/her motivation. One’s beliefs about why he/she has succeeded or failed are more important for understanding his/her subsequent motivation than the success and failures themselves. Weiner’s (1985) attribution theory is based on three dimensions of attributions: locus, stability, and controllability. Locus refers to whether a cause is internal or external to a person. Ability and effort are internal attributions whereas task difficulty and luck are external attributions. Stability refers to whether an attributed cause is consistent or inconsistent from one situation to the next. Stable factors are ability and task difficulty, while unstable factors include effort and luck. Controllability refers to whether a perceived cause of success or failure is under control. Effort is a controllable attribution while luck and task difficulty are uncontrollable.
Specific patterns of attribution have been identified as contributing to either high or low levels of motivation, persistence and self-esteem. Students with higher ratings of self-esteem and with higher school achievement tend to attribute success to internal, stable, uncontrollable factors such as ability, while they contribute failure to either internal, unstable, controllable factors such as effort, or external, uncontrollable factors such as task difficulty. Conversely, low achievers tend to attribute failure to internal, stable factors such as lack of ability, and to attribute their incidental success to external, uncontrollable factors such as luck, easy task, or assistance received, rather than to internal factors such as ability or effort.
Obviously, attributions to what causes and influences behavior have a marked impact on motivation. One way to change students’ motivation is to change their attribution. For example, teachers can teach unmotivated, underachieving, and depressed people that they can control the outcome by exerting more effort and encourage the master-oriented students to focus on their strategies for succeeding next time.
Self-efficacy beliefs refer to “beliefs” in one’s capability to organize and execute the courses of action required to manage prospective situations. Individuals develop beliefs in self-efficacy mainly from four sources. The most influential source of these beliefs is the interpret
本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。