初中生自我效能感与归因对英语学习动机影响的相关性研究

A Study on the Correlation between Self-Efficacy and Attribution of Junior High School Students on Their English Learning Motivation

摘要: 该论文研究了自我效能感和归因方式对重庆市某中学初中生英语学习动机的影响。研究采用定量研究方法，通过问卷调查收集数据，并使用SPSS进行相关性分析和回归分析。结果表明，学习策略、情绪调节、能力归因和环境归因对英语学习动机有显著正向影响，而能力信心和努力归因的影响则不显著。研究旨在帮助初中生提高自我效能，建立正确的归因方式，从而提高英语学习动机和学习兴趣。本文关注初中生英语学习动机的影响因素，这对于改进英语教学方法，提高学生英语学习效果具有实践意义。研究聚焦于自我效能感和归因方式，与以往单纯关注学习策略、学习环境等外部因素的研究相比，更注重学生内在心理因素的作用，具有一定的理论意义。

Abstract: This paper investigates the influence of self-efficacy and attribution styles on the English learning motivation of junior high school students in a certain middle school in Chongqing. The research adopts a quantitative research method, collecting data through questionnaire surveys and conducting correlation analysis and regression analysis using SPSS. The results show that learning strategies, emotion regulation, ability attribution, and environmental attribution have a significant positive impact on English learning motivation, while the influence of ability confidence and effort attribution is not significant. The research aims to help junior high school students enhance their self-efficacy, establish correct attribution styles, and thereby improve their English learning motivation and interest. This paper focuses on the influencing factors of English learning motivation of junior high school students, which has practical significance for improving English teaching methods and enhancing students’ English learning outcomes. The research focuses on self-efficacy and attribution styles, which is different from previous studies that merely focus on external factors such as learning strategies and learning environment, and pays more attention to the role of students’ internal psychological factors. It has a certain theoretical significance.