| 摘要 | 第1-6页 |
| Abstract | 第6-12页 |
| Introduction | 第12-16页 |
| ·Motivation of the Study | 第12-13页 |
| ·Significance of the Study | 第13-14页 |
| ·Layout of the Paper | 第14-16页 |
| Chapter 1 Literature Review | 第16-35页 |
| ·Theoretical Perspectives of Achievement Motivation | 第16-22页 |
| ·Attribution Theory | 第16-19页 |
| ·Sense of Self-efficacy Theory | 第19-20页 |
| ·Achievement Motivation Theory | 第20-21页 |
| ·Expectancy Value Theory | 第21-22页 |
| ·Studies on Motivational Beliefs in Academic Contexts | 第22-32页 |
| ·Attribution | 第22-28页 |
| ·Self-efficacy | 第28-30页 |
| ·Achievement Motivation | 第30-32页 |
| ·Tentative Theoretical Framework | 第32-35页 |
| Chapter 2 Methodology | 第35-42页 |
| ·Research Questions | 第35页 |
| ·Participants | 第35-37页 |
| ·Instruments | 第37-40页 |
| ·The Multidimensional-Multiattributional Causality Scales | 第37-38页 |
| ·The Questionnaire on Self-efficacy | 第38-39页 |
| ·Achievement Motivation Scale (AMS) of T. Gjesme and R. Nygaard (1970)-the Chinese version of AMS by Ye Renmin and Hagtvet, K. A. (1998) | 第39页 |
| ·Future Expectancy Items | 第39-40页 |
| ·CET-Band 4/6 | 第40页 |
| ·Data Collection | 第40-41页 |
| ·Data Processing and Analysis | 第41-42页 |
| Chapter 3 Results and Discussion | 第42-71页 |
| ·Characteristics of Subjects’Motivational Beliefs | 第42-62页 |
| ·Attribution | 第42-52页 |
| ·Characteristics of Subjects’ Self-efficacy | 第52-56页 |
| ·Achievement Motivation | 第56-60页 |
| ·Future Expectancy | 第60-62页 |
| ·Correlation Analysis of the Motivational Beliefs with Academic Achievement | 第62-66页 |
| ·Attribution and English Proficiency | 第63-64页 |
| ·Self-efficacy and English Proficiency | 第64-65页 |
| ·Achievement Motivation and English Proficiency | 第65-66页 |
| ·Intercorrelations among the Motivational Beliefs | 第66-71页 |
| ·Attribution and Self-efficacy | 第66-68页 |
| ·Attribution and Achievement Motivation | 第68页 |
| ·Attribution and Future Expectancy | 第68-69页 |
| ·Self-efficacy and Achievement Motivation | 第69页 |
| ·Self-efficacy and Future Expectancy | 第69页 |
| ·Achievement Motivation and Future Expectancy | 第69-71页 |
| Chapter 4 Pedagogical Implications | 第71-77页 |
| ·Helping Students Shape and Maintain Positive Attributions | 第71-73页 |
| ·Getting to know Students’Attributions | 第71页 |
| ·Encouraging and Keeping Students to Attribute to Effort | 第71-72页 |
| ·Correcting Students’Attributing Failure to Ability | 第72-73页 |
| ·Promoting Students’Self-efficacy in English Learning | 第73-76页 |
| ·Getting Students More Involved in Class | 第73-74页 |
| ·Finding Students Good Partners to Improve Each Other | 第74-75页 |
| ·Encouraging Students to Be Positive Always | 第75页 |
| ·Helping Students Set Attainable Goals | 第75-76页 |
| ·Enhancing Students’Achievement Motivation | 第76-77页 |
| Conclusion | 第77-80页 |
| References | 第80-88页 |
| Acknowledgements | 第88-89页 |
| Appendix A: Questionnaire | 第89-92页 |
| Appendix B: General Information about the Investigated Universities | 第92-94页 |
| Informative Chinese Abstract | 第94-98页 |
| Résuméand Publications since Entering the Program | 第98页 |
