A Study Of Self-efficacy In Layering Teaching

As a teaching model which takes into consideration features of different layers and diversities of students, layering teaching was adopted by numerous schools since it was introduced. It has become one of the hot issues of modern education in China. In recent years, more and more scholars point out that non-capability factors play a vital part in individuals’academic performance and achievements if their basic capabilities are virtually of the same level. Academic self-efficacy, originating from self-efficacy, is the individual’s belief in learning abilities. Studies indicate that academic self-efficacy is closely related to academic recordings and it is a good "predictive tool" of academic achievements.At present, there are nearly no studies or experiments on layering teaching from the perspective of academic self-efficacy. The present study is an attempt in this direction. The subjects of this thesis are Non-English majors from classes of different levels in Jiujiang University. The thesis analyzes the present situation of academic self-efficacy and the factors affecting it under layering teaching. The present study tries to find out how academic self-efficacy influences learning. It is proposed that the effective cultivation of academic self-efficacy in layering teaching is important to individualized teaching and teach students in accordance with their aptitude. The purpose of this study is to provide some suggestions for the research on improving students’learning motivation, interest and beliefs, on assisting them in overcoming psychological problems, thus making contribution to college English teaching.On the basis of systematic literature review and with reference to the result of the questionnaire and the interview, this study compares students’academic self-efficacy of different layers. It makes an attempt to find out the underlying rules from these materials and data, which can help to revise and justify the hypotheses proposed by the author.With the investigation of academic self-efficacy of students under layering teaching, the thesis analyzes the related factors influencing self-efficacy. The findings are as follows:First, there is still room for students to improve their academic self-efficacy. Second, students of different levels perform differently with regard to academic self-efficacy. Third, students’academic achievements are closely related to their academic self-efficacy. Thus, the university education should take practical measures to cultivate and enhance academic self-efficacy and value the cultivation of students.