A Study On The Correlationship Between Self-efficacy And Achievements Of Tem-4 Among English Majors

The notion of self-efficacy was put forward by Bandura (1986) as the personal beliefs about one's capabilities to organize and accomplish some assignments at designated levels. Researches have indicated that self-efficacy can mediate academic achievement, especially language development (Pajares, Schunk, Shell, et al.) This study, based on the self-efficacy theory, reports a study investigating relationship between self-efficacy and achievement of TEM-4.This thesis is compiled of five parts: Part One is a brief introduction to the background and the layout of the study. Part Two provides a literature review which builds the theoretical framework for this thesis. Part Three is the methodology of this study which embodies descriptive analysis and correlation analysis. The subjects consist of 89 English majors from Wuhan University of Science and Technology,Grades 2006. One self-efficacy questionnaire from Wu Xiuwen (2002)is used to measure senses of self-efficacy of the subjects. Part Four reports the major findings of self-efficacy and achievements of TEM-4. Part Five is the pedagogical implications and conclusion. After data analyses with the help of SPSS, conclusions have been drawn: (1) Chinese English majors show relatively high levels of self-efficacies. (2) General self-efficacy is most correlated with achievements of TEM-4. Reading, interactive comprehensive and listening self-efficacies are significantly related with academic achievements, while material management self-efficacy has the lowest relationship and output along with interactive self-efficacy beliefs are found to be less positively related with achievements of TEM-4. (3) High achievers are found to enjoy high general, reading and interactive comprehensive self-efficacies. Moderate achievers are associated with relatively high output and interactive self-efficacies but low in general, reading, interactive comprehensive and listening efficacious beliefs. Low achievers are positively related with high general, output, interactive and reading self-efficacies but negatively related with interactive comprehensive, listening and material management efficacious beliefs.