Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/25323
Title: 國中英語科低成就學生英語科學習行為之研究
Other Titles: A Comparative Study of the English Learning Behaviors Between Highchievers and Underachievers in Junior High Schools
Authors: 曾美蕙
Issue Date: Jun-1986
Publisher: 國立台灣師範大學教育學系
Department od Education, NTNU
Abstract: 本研究的目的為:(1)比較英語科高低學業成就學生的出現率;(2)探討英語科高低成就學生在英語能力自我概念、英語科成就動機和英語科學習行為上的差異;(3)並分析這些變項對英語科成就的預測效力;(4)探討英語能力自概念是否影響英語科成就動機、再影響英語科學習行為,最後影響英語科學業成就的因徑。
The purpose of this study was to :(1)investigate the percentage of highachievefs and underachievers in English;(2)identify the differences between highachievers and underachievers in their self─concept on English learning ability, the achievement motivation of English learning, and their learning behaviors on English;(3)analyze the variances of English achievement accounted for by the foregoing three variables;and (4)test a proposed causal path that the self─concept of English learning ability would influence the achievement motivation of English learning, which in turn influences English learning behaviors, and then finally influence students’ achievement in English. The statistics adopted in this study included Pearson Product─Moment Correlation, test of significant difference between two percentages, two─factor ANOVA with equal N, step─wise multiple regression. And path analysis. The major findings of this study were as follows:1. The percentage of highachievers and underachievers in English ere significantly different between boys and girls. 2. For highachievers, their self─concept of English learning ability, achievement motivation in English and their English learning behaviors were significantly better than those of underachievers’. 3. Pronunciation practice, one of the English learning behaviors, was found to predict better the achievement in English for junior high school students. 4. The proposed causal path that the self─concept of English learning ability would influence the achievement motivation of English learning, which in turn influences English learning behaviors, and finally influence English achievement was supported only by the generalizations, but not by any specific group involved in this study.
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/25323
Other Identifiers: 5DA9C6E0-EBFD-4640-558B-2B450E76748D
Appears in Collections:教育研究所集刊

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