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本研究通过问卷调查,采用相关分析和回归分析,探讨了大学生自我效能感、写作者障碍与英语写作成绩的相关性。结果表明:①写作自我效能感与写作者障碍呈显著负相关;②写作成绩与写作自我效能感呈显著正相关,与写作者障碍中的自我评价和感受两因子呈显著负相关;③路径分析中,技能自我效能感分别对自我评价和写作成绩有显著的回归效应,自我评价对写作成绩有显著的回归效应。技能自我效能感是自我评价和写作成绩的有力预测变量。文章最后给出了一些教学建议。
Through questionnaire survey and correlation analysis and regression analysis, this study explores the correlation between college students ’self-efficacy and writers’ obstacles and their English writing performance. The results showed that: ① There was a significant negative correlation between writing self-efficacy and writing disorder; ② Writing scores were positively correlated with writing self-efficacy, negatively correlated with self-evaluation and feeling two factors in writing disorder; ③ Path analysis , The skills self-efficacy respectively has a significant regression effect on self-evaluation and writing achievement, self-evaluation has a significant regression effect on writing achievement. Skill self-efficacy is a strong predictor of self-assessment and writing performance. Finally, the article gives some teaching suggestions.