英语专业大学生参与度对其成绩的影响 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-07-29编辑:lgg点击率:7348
论文字数:37154论文编号:org201707262247434218语种:英语 English地区:中国价格:$ 66
关键词:英语论文范文英语学习成绩促进因素抑制因素
摘要:本文是英语论文范文,本研究中,考虑到对中国的教育现状的具体语境出发,以参与和大学生英语表现和试图阐明学生啮合或脱离课堂使每个维度之间的关系,以帮助教师更好地了解学生学习和工作需要,与他们在一个跨文化的学术环境的学生。
/>
The three-dimension construct of student engagement is applied in this study. Related theoretical frameworks provide not only the criteria on how to invest student engagement level but also clues on how student engagement influence on learning achievement. What’s more, a variety of reasons identified in prior studies on affecting student engagement level shed light on possible ways to improve student engagement. Therefore, an overall review of the previous studies on relevant topics is necessary before the conduction of the present study.
2.1 Definition of “Student Engagement”
The term of “student engagement” was first used in the federally funded studies carried out under the aegis of the National Center on Effective Secondary Schools (NCESS) in the 1990s. Newmann, Wehlage and Lamborn (1992) brought the worth studying topic on student engagement. From then on, the definition and construct of the term “student engagement” have caught the interest of many researchers. Roth and Damico (1996) defined student engagement in academic work as the student's psychological investment. Their own model of student engagement was put forward, which emphasizes the horizontal association between the affective and cognitive dimensions of student engagement. The former is in particular, represented by social engagement, such as primary relationships, climate while the latter is represented by academic engagement, such as multiple instructional strategies, policies, and compliance. Ladd et al. (1999) claimed “classroom participation is operationalized as students’ independent or self-directed behavior in the classroom, willingness to adhere to the social expectations of the classroom, and independent work on academic tasks”. This model is considered as the basic principle of the later popular three-dimensional construct of student engagement (Fritschner, 2000; Weaver & Qi, 2005; Abdullah, Bakar, & Mahbob, 2012; Shernoff, Kelly, & Tonks, 2016). The three primary dimensions or subcomponents of student engagement include cognitive engagement, emotional engagement, and behavioral engagement. This construct is now widely embraced by researchers.
...........
2.2 Theoretical Framework
Connrll (1990) put forwarded the Self-Systems framework, which posits four main components including context, self, action, and outcomes. This framework has been discussed in many later studies concerning the topic of student engagement (Connell & Wellborn, 1991; Skinner, Kindermann, Connell, & Wellborn, 2009; Baroody, Rimm-Kuafman, Larsen, & Curby, 2016). The self-system model is based on the assumption that all students have three fundamental motivational needs: autonomy, competence, and rela
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。