| 摘要 | 第5-7页 |
| Abstract | 第7-8页 |
| Chapter 1 Introduction | 第13-19页 |
| 1.1 Research background | 第13-16页 |
| 1.1.1 The requirement of nowadays and new curriculum | 第13-14页 |
| 1.1.2 The current situation of senior school students | 第14-15页 |
| 1.1.3 Reasons to conduct the research | 第15-16页 |
| 1.2 Significance of the study | 第16-17页 |
| 1.3 Paper frame | 第17-19页 |
| Chapter 2 Literature Review | 第19-35页 |
| 2.1 Self-efficacy | 第19-23页 |
| 2.1.1 Definition of self-efficacy | 第19-20页 |
| 2.1.2 Clarification of some concepts | 第20-23页 |
| 2.1.3 Self-efficacy scale | 第23页 |
| 2.2 Test anxiety | 第23-26页 |
| 2.2.1 Definition of test anxiety | 第23-25页 |
| 2.2.2 Test anxiety scale | 第25-26页 |
| 2.3 Abroad studies | 第26-31页 |
| 2.3.1 Self-efficacy | 第26-27页 |
| 2.3.2 Test anxiety | 第27页 |
| 2.3.3 The correlation between self-efficacy and test anxiety | 第27-28页 |
| 2.3.4 The correlation between test anxiety and academic achievements | 第28-30页 |
| 2.3.5 The correlation between self-efficacy and academic achievements | 第30-31页 |
| 2.4 Domestic studies | 第31-35页 |
| 2.4.1 Self-efficacy | 第31-32页 |
| 2.4.2 Test anxiety | 第32-33页 |
| 2.4.3 The correlation between self-efficacy and test anxiety | 第33页 |
| 2.4.4 The correlation between test anxiety and academic achievements | 第33-34页 |
| 2.4.5 The correlation between self-efficacy and academic achievements | 第34-35页 |
| Chapter 3 Theoretical Foundation | 第35-39页 |
| 3.1 Self-efficacy theory | 第35-37页 |
| 3.1.1Bandura’s Self-efficacy | 第35-36页 |
| 3.1.2 Sources of self-efficacy | 第36-37页 |
| 3.2 Humanistic anxiety theory | 第37-39页 |
| Chapter 4 Research design | 第39-43页 |
| 4.1 Research questions | 第39页 |
| 4.2 Subjects | 第39-40页 |
| 4.3 Instruments | 第40-42页 |
| 4.3.1 Instruments for self-efficacy | 第40-41页 |
| 4.3.2 Instruments for test anxiety | 第41页 |
| 4.3.3 Test scores | 第41-42页 |
| 4.4 Procedures and data data analysis | 第42-43页 |
| Chapter 5 Analysis and discussion | 第43-78页 |
| 5.1 Data collection and analysis | 第43-70页 |
| 5.1.1 Descriptive analysis | 第44-57页 |
| 5.1.1.1 Senior school students’ overall situation and analysis of test anxiety | 第44-50页 |
| 5.1.1.2 Senior school students’ overall situation and analysis ofself-efficacy | 第50-57页 |
| 5.1.2 Correlation analysis | 第57-61页 |
| 5.1.2.1 Correlation analysis between self-efficacy and test anxiety | 第57-59页 |
| 5.1.2.2 Correlation analysis between test anxiety and English academicachievements | 第59-60页 |
| 5.1.2.3 Correlation analysis between self-efficacy and English academicachievements | 第60-61页 |
| 5.1.3 Multiple regression analysis | 第61-70页 |
| 5.1.3.1 Regression analysis between self-efficacy and test anxiety | 第62-64页 |
| 5.1.3.2 Regression analysis between test anxiety and self-efficacy | 第64-66页 |
| 5.1.3.3 Regression analysis between test anxiety and English academicachievements | 第66-68页 |
| 5.1.3.4 Regression analysis between self-efficacy and English academicachievements | 第68-70页 |
| 5.2 Discussion | 第70-78页 |
| 5.2.1 A discussion of the current situation of test anxiety | 第71-72页 |
| 5.2.2 A discussion of the current situation of self-efficacy | 第72-74页 |
| 5.2.3 A discussion between self-efficacy and test anxiety | 第74-75页 |
| 5.2.4 A discussion between test anxiety and English academicachievements | 第75-76页 |
| 5.2.5 A discussion between self-efficacy and English academic achievements | 第76-78页 |
| Chapter 6 Educational implication | 第78-93页 |
| 6.1 Main findings | 第78-84页 |
| 6.2 Educational implication | 第84-90页 |
| 6.2.1 Strategies for lightening test anxiety | 第85-87页 |
| 6.2.1.1 Cultivating a good cognitive style | 第85页 |
| 6.2.1.2 Reserving a good knowledge | 第85-86页 |
| 6.2.1.3 Holding a correct evaluation on their abilities | 第86页 |
| 6.2.1.4 Paying attention to the communication between school and parents | 第86页 |
| 6.2.1.5 Training strategies of relaxation | 第86-87页 |
| 6.2.2 Strategies for enhancing self-efficacy | 第87-90页 |
| 6.2.2.1 Using model to encourage students | 第87页 |
| 6.2.2.2 Creating opportunity to experience success | 第87-88页 |
| 6.2.2.3 Giving timely encouragement, concern and care | 第88-89页 |
| 6.2.2.4 Cultivating students’ positive attribution | 第89页 |
| 6.2.2.5 Improving students’ learning strategies | 第89-90页 |
| 6.3 Limitation and prospects | 第90-93页 |
| 6.3.1 Shortages of this paper | 第91页 |
| 6.3.2 Improving in future research | 第91-93页 |
| Bibliography | 第93-96页 |
| Appendix I | 第96-98页 |
| Appendix II | 第98-100页 |
| Acknowledgement | 第100-101页 |
| Publication | 第101页 |
