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高中生批判性思维倾向、自我调节学习策略和英语阅读策略的关系研究 [3]

论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2021-01-10编辑:vicky点击率:5285

论文字数:47599论文编号:org202012302130226935语种:英语 English地区:中国价格:$ 44

关键词:英文论文发表批判性思维倾向自我调节学习策略英语阅读策略

摘要:本文是一篇英文论文发表,本研究旨在探讨作为外语学习者的高中生批判性思维倾向、自主学习策略和英语阅读策略之间的本质关系。

oncept of self-regulated learning first emerged in Zimmerman’s studies (1986).Zimmerman pointed out that self-regulated learning refers to the degree to which studentsactively participate in the learning process and actively achieve goals. And in academiclearning, self-regulated learning refers to the behavior of learners to adjust their thoughts,feelings, and behaviors in order to achieve goals (Schunk & Zimmerman, 1994).

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Chapter III Research Methodology........................... 25

3.1 Research Questions.............................25

3.2 Research Subjects................................25

3.3 Research Instruments..............................26

Chapter Ⅳ Results and Discussion.......................32

4.1 The Analysis of Critical Thinking Disposition (CTD)........................ 32

4.1.1 Descriptive Analysis of Critical Thinking Disposition...............32

4.1.2 The Analysis of the Discrepancy of CTD in Gender..................34

Chapter Ⅴ Conclusion......................55

5.1 Major Findings...................................55

5.1.1 Findings from Descriptive Analysis and Discrepancy Analyses..............55

5.1.2 Findings from Related Correlation Analyses..............................56


Chapter Ⅳ Results and Discussion


4.1 The Analysis of Critical Thinking Disposition (CTD)

This section includes three relevant parts. Firstly, the general situation of senior highstudents’ critical thinking disposition will be presented by the descriptive analysis of theinventory. Then, the differences of critical thinking disposition in gender will be illustratedby an independent samples t-test, followed by the analysis of differences in subjects (i.e.arts and sciences) according to the independent samples t-test between critical thinkingdisposition and subjects. And the first research question: “Does critical thinking dispositiondiffer significantly with respect to gender and subjects (i.e. arts and sciences)” will bediscussed in this section.

4.1.1 Descriptive Analysis of Critical Thinking Disposition

In order to know better about senior high school students’ general situation of criticalthinking disposition, the descriptive analysis of the collected data of Critical ThinkingDisposition Inventory has been done. The descriptive analysis contains eight dimensionsproposed by Wen (2009). And the descriptive statistics including the mean, standarddeviation, maximum value and minimum value of the variables are presented in Table 4.1as follows.

Table 4.1Descriptive Statistics of Critical Thinking Disposition

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Chapter Ⅴ Conclusion


5.1 Major Findings

After analyzing all the collected statistics, this part aims to make a conclusion of whathas been discussed above, namely the primary findings. And based on the analysis andresults of the previous chapters, the main findings of this study are listed from twoperspectives of the analysis of discrepancies and descriptive analysis as well as thecorrelation analyses including Pearson correlation, regression analysis and path analysis.

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