Relationship Among Self Efficacy, Attribution And Online Autonomous Learning Strategy Of College Students

With the development of autonomous learning, domestic scholars start to combineautonomous learning with educational psychology to probe into the extrinsic reasons ofautonomous learning strategy. Among the extrinsic factors, motivation is proved to bean important factor. Skehan (1989) pointed that strong learning motivation maystimulate students to use more autonomous learning strategy. Motivation includesexpectancy value, self efficacy and attribution and so on. The thesis is to explore therelationship among self efficacy, attribution and online autonomous learning strategy.The thesis selects209non-English college students of NUAA as participants.Through questionnaire and interview, it is to explore the overall situation of onlineautonomous learning strategy use among college students, and further exam its relationwith English proficiency. On the basis of the previous steps, the thesis deeply probesinto how online autonomous learning strategy, self efficacy and attribution affect eachother. The findings of the study are as follows:(1) College students in China demonstrate a medium and low level in theapplication of online autonomous learning strategy. The more proficient individuals’English are, the higher level of online autonomous learning strategy they use.(2) Generally speaking, students who are more proficient in English have strongerself efficacy feeling, and are inclined to attribute success or failure to internal factors.(3) Self efficacy, attribution and online autonomous learning strategy interact witheach other. They are two-way, not one-way. And they could work as either the cause or the outcome to each of them.According to the results of this research, these suggestions are proposed toenhance online autonomous learning ability: First, college education should putemphasis on psychological health. Second, college should have training on onlineautonomous learning strategy, and improve the autonomous learning software. Third,college students should be confident in themselves, and teachers should consciously stirup students’ confidence. Fourth, teachers should guide students to attribute failure orsuccess to internal factors.