| Abstract | 第1-5页 |
| 摘要 | 第5-6页 |
| Contents | 第6-8页 |
| Chapter One Introduction | 第8-12页 |
| ·Background of the Research | 第8-9页 |
| ·Purpose and Significance of the Study | 第9-10页 |
| ·Organization of the Thesis | 第10-12页 |
| Chapter Two Literature Review | 第12-31页 |
| ·Self-efficacy and relevant studies | 第12-22页 |
| ·Definition | 第12-13页 |
| ·Self-efficacy and self-concept | 第13-15页 |
| ·Sources of self-efficacy | 第15-16页 |
| ·Research on self-efficacy in academic settings | 第16-18页 |
| ·Research on writing self-efficacy | 第18-22页 |
| ·Definition of writing self-efficacy | 第18-19页 |
| ·Studies of writing self-efficacy abroad | 第19-20页 |
| ·Studies of writing self-efficacy at home | 第20-22页 |
| ·Metacognition and relevant studies | 第22-29页 |
| ·Metacognition Theory | 第22-23页 |
| ·Research on metacognition in academic settings | 第23-25页 |
| ·Research on writing metacognition | 第25-29页 |
| ·Studies of writing metacognition abroad | 第25-27页 |
| ·Studies of writing metacognition at home | 第27-29页 |
| ·Self-efficacy and metacognition | 第29-31页 |
| Chapter Three Research Methodology | 第31-35页 |
| ·Research questions | 第31页 |
| ·Subjects | 第31-32页 |
| ·Instruments | 第32-33页 |
| ·Writing self-efficacy questionnaire | 第32页 |
| ·Writing metacognition questionnaire | 第32-33页 |
| ·Reliability and validity of these two scales | 第33页 |
| ·Research Procedure | 第33-34页 |
| ·Data collection and analysis | 第34-35页 |
| Chapter Four Results and Discussion | 第35-51页 |
| ·Results | 第35-43页 |
| ·English writing self-efficacy | 第35-37页 |
| ·The status quo of writing self-efficacy | 第35-36页 |
| ·Differences in writing self-efficacy between high-level and low-level students | 第36-37页 |
| ·Writing metacognition | 第37-39页 |
| ·The status quo of writing metacognition | 第37-38页 |
| ·Differences in writing metacognition between high-level and low-level students | 第38-39页 |
| ·The relationship among writing self-efficacy, writing metacognition and writing proficiency | 第39-43页 |
| ·The relationship between writing self-efficacy, writing metacognition | 第39-41页 |
| ·The relationship between writing self-efficacy and writing proficiency | 第41-42页 |
| ·The relationship between writing metacognition and writing proficiency | 第42-43页 |
| ·Discussion | 第43-51页 |
| ·The status quo of students’ writing self-efficacy and writing metacognition | 第43-45页 |
| ·Differences in writing self-efficacy between high-level and low-level students | 第45页 |
| ·Differences in writing metacognition between high-level and low-level students | 第45-46页 |
| ·The relationships among writing self-efficacy, writing metacognition and writing proficiency | 第46-51页 |
| Chapter Five Conclusion | 第51-56页 |
| ·Major findings | 第51-52页 |
| ·Pedagogical implications | 第52-54页 |
| ·Limitations and suggestions for further studies | 第54-56页 |
| References | 第56-63页 |
| Appendix Ⅰ | 第63-65页 |
| AppendixⅡ | 第65-69页 |
| Acknowledgements | 第69-70页 |
| Publication | 第70页 |
