对157名研究生的研究表明不同年龄和不同成绩组在自我效能和考试焦虑上有显著差异,不同性别和不同专业组在情感因素上没有显著差异。此外,内部动机、学习目标和自我效能都正向说明英语学习认知策略、组织评价策略、社交策略和情感策略的使用。 A study of 157 graduate students showed that there were significant differences in self-efficacy and test anxiety among different age groups and different grades. There was no significant difference in emotional factors between different sex groups and different professional groups. In addition, internal motivation, learning goals, and self-efficacy all point to the use of cognitive English learning strategies, organizational appraisal strategies, social strategies, and affective strategies.