| Abstract in Chinese | 第3-5页 |
| Abstract in English | 第5-6页 |
| Abbreviations | 第14-15页 |
| Chapter 1 Introduction | 第15-18页 |
| 1.1 Research Background | 第15-16页 |
| 1.2 Purpose of the Study | 第16页 |
| 1.3 Significance of the Present Study | 第16-17页 |
| 1.4 Structure of the Thesis | 第17-18页 |
| Chapter 2 Literature Review | 第18-27页 |
| 2.1 Description of Classroom Psychological Environment | 第18-20页 |
| 2.1.1 Definitions of Classroom Psychological Environment | 第18-19页 |
| 2.1.2 Dimensions of Classroom Psychological Environment | 第19-20页 |
| 2.2 Description of Self-efficacy | 第20-22页 |
| 2.2.1 Definitions of Self-efficacy | 第20页 |
| 2.2.2 Definitions of English Academic Efficacy | 第20-21页 |
| 2.2.3 Sources of Self-efficacy | 第21-22页 |
| 2.2.4 Functions of Self-efficacy | 第22页 |
| 2.3 Theoretical Foundation of the Present Study | 第22-24页 |
| 2.3.1 Lewin’s Field Theory | 第22-23页 |
| 2.3.2 Triadic Reciprocal Determinism | 第23-24页 |
| 2.4 Brief Reviews of Researchers on the Associations Between English Classroom Psychological Environment and Students’ Academic Efficacy | 第24-27页 |
| 2.4.1 Brief Reviews of Researchers on the Associations Between English Classroom Psychological Environment and Students’ Academic Efficacy Abroad | 第24-25页 |
| 2.4.2 Brief Reviews of Researchers on the Associations Between Classroom Psychological Environment and Students’ Academic Efficacy at Home | 第25-27页 |
| Chapter 3 Research Design | 第27-33页 |
| 3.1 Research Questions | 第27页 |
| 3.2 Research Subjects | 第27页 |
| 3.3 Research Instruments | 第27-31页 |
| 3.3.1 Validity of the Questionnaires | 第28-29页 |
| 3.3.2 Dimensions of the Questionnaires | 第29-31页 |
| 3.3.3 Structure of the Questionnaires | 第31页 |
| 3.4 Data Collection | 第31-32页 |
| 3.5 Data Analysis | 第32-33页 |
| Chapter 4 Results and Discussion | 第33-57页 |
| 4.1 Overall Situation of Students’ Perception of Classroom Psychological Environment | 第33-43页 |
| 4.1.1 Student Cohesiveness | 第34-35页 |
| 4.1.2 Teacher Support | 第35-36页 |
| 4.1.3 Involvement | 第36-37页 |
| 4.1.4 Task Orientation | 第37-38页 |
| 4.1.5 Cooperation | 第38-39页 |
| 4.1.6 Equity | 第39-40页 |
| 4.1.7 Student Responsibility | 第40-41页 |
| 4.1.8 Leadership | 第41-42页 |
| 4.1.9 Innovation | 第42-43页 |
| 4.2 Overall Situation of Students’ English Academic Efficacy | 第43-48页 |
| 4.2.1 Self-competence | 第43-44页 |
| 4.2.2 Self-effort | 第44-45页 |
| 4.2.3 Environment-perceiving | 第45-47页 |
| 4.2.4 Self-regulation | 第47-48页 |
| 4.3 Correlation Between English Classroom Psychological Environment and English Academic Efficacy | 第48-55页 |
| 4.3.1 Correlation Between Student Cohesiveness and English Academic Efficacy | 第49-50页 |
| 4.3.2 Correlation Between Teacher Support and English Academic Efficacy | 第50页 |
| 4.3.3 Correlation Between Involvement and English Academic Efficacy | 第50-51页 |
| 4.3.4 Correlation Between Task Orientation and English Academic Efficacy | 第51-52页 |
| 4.3.5 Correlation Between Cooperation and English Academic Efficacy | 第52-53页 |
| 4.3.6 Correlation Between Equity and English Academic Efficacy | 第53页 |
| 4.3.7 Correlation Between Student Responsibility and English Academic Efficacy | 第53-54页 |
| 4.3.8 Correlation Between Leadership and English Academic Efficacy | 第54-55页 |
| 4.3.9 Correlation Between Innovation and English Academic Efficacy | 第55页 |
| 4.4 Discussion | 第55-57页 |
| Chapter 5 Implications | 第57-62页 |
| 5.1 Major Findings of the Present Study | 第57页 |
| 5.2 Implications | 第57-62页 |
| 5.2.1 Implications for College English Teachers | 第57-60页 |
| 5.2.2 Implications for College English Learners | 第60-62页 |
| Chapter 6 Conclusion | 第62-65页 |
| 6.1 Summary of the Present Study | 第62-63页 |
| 6.2 Limitations of the Present Study | 第63页 |
| 6.3 Suggestions for Future Study | 第63-65页 |
| Bibliography | 第65-68页 |
| Appendices | 第68-72页 |
| Appendix A | 第68-70页 |
| Appendix B | 第70-72页 |
| Publications During the Postgraduate Program | 第72-73页 |
| Acknowledgements | 第73-74页 |
