ABSTRACT
Theoretical researches on autonomy are abundant; however, empirical researches are fewer. These empirical researches are generally done in two aspects: focusing on individual differences of various factors related to autonomy and the relations among these factors or focusing on the relationship between autonomy competence and English achievements. The empirical research on autonomy attempted to explore individual differences on various factors of autonomy and the relations among these factors based on the questionnaires or interview (Zimmerman 1990; Pintrich and De Groot1990; Garcia and Pintrich 1991; Wolters 1998; Xu Jinfen et al 2004; Zhoujie 2004). Pintrich and De Groot (1990) used a selfreport measure of self-efficacy, intrinsic value, test anxiety, and self-regulation to examine relationships between motivational orientation, self-regulated learning and classroom academic performance.
