| Abstract（English） | 第1-7页 |
| Abstract（Chinese） | 第7-8页 |
| List of Abbreviation | 第8-9页 |
| List of Figures and Tables | 第9-10页 |
| Introduction | 第10-13页 |
| Chapter 1 Humanistic Psychology in the Field of Education | 第13-15页 |
| Chapter 2 Self-efficacy of Bandura | 第15-36页 |
| 2．1 Before Bandura's Theories | 第15-18页 |
| 2．1．1 Behavioral Theory in Language Learning | 第15-16页 |
| 2．1．2 Cognitive Theory in Language learning | 第16-18页 |
| 2．2 Bandura's Social Cognitive Theory | 第18-22页 |
| 2．2．1 Establishment | 第18-20页 |
| 2．2．2 Significance of Founding of Bandura's Social Cognitive Theory | 第20-22页 |
| 2．3 Bandura'S Self-efficacy | 第22-32页 |
| 2．3．1 Bandura's Self-Efficacy Theory and Its Influence | 第22-23页 |
| 2．3．2 The Significance of Self-efficacy Beliefs | 第23-26页 |
| 2．3．3 Sources of Self-efficacy | 第26-29页 |
| 2．3．4 Roles of Self-Efficacy Beliefs | 第29-31页 |
| 2．3．5 Multi Dimensionality of Self-efficacy Belief System | 第31-32页 |
| 2．4 Self-Efficacy and Academic Performances | 第32-34页 |
| 2．5 Problems of Measurement of Self-efficacy in Research | 第34页 |
| 2．6 Further Inferences and Discussions | 第34-36页 |
| Chapter 3 Self-regulatory System | 第36-50页 |
| 3．1 Bandura's Self-regulation | 第36-41页 |
| 3．1．1 Fundamental Human Capabilities | 第36-39页 |
| 3．1．2 Self-regulation | 第39-41页 |
| 3．2 Self-regulation of Learning in Academic Settings | 第41-43页 |
| 3．3 Model of Self-regulation in Academic Settings | 第43-47页 |
| 3．4 Further Discussion on Self-regulation | 第47-48页 |
| 3．5 Conclusion | 第48-50页 |
| Chapter 4 Experimental Design | 第50-59页 |
| 4．1 Objective of the experiment | 第50页 |
| 4．2 Theories Revisited | 第50-53页 |
| 4．2．1 Self-efficacy Beliefs | 第50-52页 |
| 4．2．2 Self-regulation | 第52-53页 |
| 4．3 Choice of Verbal Praise as the Teachers' intervention in Students' Self-regulation | 第53页 |
| 4．4 Standard for Well-administered Verbal Praise in the experiment | 第53-54页 |
| 4．5 Exertion Point of Verbal Praise-Time | 第54-55页 |
| 4．6 Hypothesis | 第55-59页 |
| Chapter 5 A Field Investigation of Self-efficacy | 第59-72页 |
| 5．1 Subject | 第59页 |
| 5．2 Instrument | 第59-62页 |
| 5．2．1 Pretest and Posttest | 第59页 |
| 5．2．2 Chart for Recording Time | 第59-61页 |
| 5．2．3 Questionnaire 1 for Survey On Meta-cognitive Strategy Use | 第61-62页 |
| 5．2．4 Questionnaire 2 Self-efficacy for Language Learning | 第62页 |
| 5．3 Procedure | 第62-65页 |
| 5．3．1 Sampling | 第62-63页 |
| 5．3．2 Keeping Time Records | 第63页 |
| 5．3．3 Evaluating of the Records | 第63-65页 |
| 5．3．4 Obtainment of Data of Self-efficacy for Language Learning and Meta-cognitive Strategy Use | 第65页 |
| 5．4 Results | 第65-70页 |
| 5．4．1 Concerning the 1~（st） Hypothesis | 第65-66页 |
| 5．4．2 Concerning the 2~（nd） Hypothesis | 第66-67页 |
| 5．4．3 Concerning the 3~（rd） Hypothesis | 第67-70页 |
| 5．5 Limitation | 第70-72页 |
| Chapter 6 Implications for Teaching and Research | 第72-75页 |
| Bibliography | 第75-78页 |
| Appendix | 第78-88页 |
| Appendix 1 Chart 1 Time Spent on Language Learning after Class | 第78-79页 |
| Appendix 2 Questionnaire 1 for Meta-cognitive Strategy Use | 第79-81页 |
| Appendix 3 Questionnaire 2 for the Self-efficacy for Language Learning | 第81-85页 |
| Appendix 4 the Statistical Information of EC | 第85-87页 |
| Appendix 5 the Statistical Information of CC | 第87-88页 |
