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目的:探讨高中生学业挫折承受力与英语学习焦虑的相关关系。方法:用学业挫折承受力量表和英语学习焦虑量表(ELAS)对高中生进行测定。结果:(1)男女生在学业挫折承受力量表上的得分存在着性别差异,男生显著高于女生。(2)英语学习焦虑与英语成绩呈负相关。(3)学业挫折承受力与英语学习焦虑呈负相关,且以英语学习焦虑为因变量,挫折承受力为自变量,进行线性逐步回归分析,学业挫折承受力的学业冒险、情绪感受和行动取向三个因素均进入了回归方程。结论:挫折承受力对英语学习焦虑具有预测意义,提高学业挫折承受力对降低英语学习焦虑有重要作用。
Objective: To explore the correlation between high school students’ academic frustration and English learning anxiety. Methods: The high school students were measured with the Academic Setback Tolerance Scale and the English Learning Anxiety Scale (ELAS). Results: (1) There are gender differences in the scores of boys and girls on the academic frustration and bearing capacity, boys are significantly higher than girls. (2) English learning anxiety is negatively correlated with English achievement. (3) The academic frustration tolerance is negatively correlated with English learning anxiety. Taking English learning anxiety as the dependent variable and frustration tolerance as the independent variable, linear regression analysis, academic risk-taking, emotional feeling and action orientation Three factors have entered the regression equation. Conclusion: Tolerance of frustration has predictive significance to English learning anxiety, and improving the affordability of academic frustration plays an important role in reducing English learning anxiety.