The Relationship Among Self-efficacy, English Learning Burnout And English Learning Achievement Of College Students

The relationship between self-efficacy and learning achievement has always been the focus of researchers. The subjects of the relationship between self-efficacy and English achievement are mostly focused on the special group English majors, while the subjects of non-English majors can hardly be found. There are also researches suggesting that learning burnout is an important factor to learning achievement. However, researches on the relationship among self-efficacy, English learning burnout and English achievement of non-English major college students are rather rare. Therefore, on the basis of previous researches, this study takes students of7classes from Hubei University as subjects and uses two questionnaires, General Perceived Self-Efficacy Scale and English learning burnout scale, as instruments to investigate the relationship among self-efficacy, English learning burnout and English achievement of non-English major college students.The three research questions of the study are as follows. Firstly, what is the general state of self-efficacy and learning burnout of non-English major college students? What’s the relationship between them? Secondly, what is the relationship between self-efficacy and English learning achievement of non-English major college students and what is the relationship between learning burnout and English learning achievement of them? Thirdly, what is the relationship among self-efficacy, learning burnout and English learning achievement of non-English major college students?To answer the three research questions, this study firstly invites171participants to trial test the validity and reliability of English learning burnout scale and167valid copies are collected. Then142participants are invited to finish two questionnaires, general perceived self-efficacy scale and the modified English learning burnout scale and142valid copies are collected. All the collected data are computed and analyzed with SPSS17.0. The following results are suggested:1. Male participants have relatively higher sense of self-efficacy and English learning burnout than female participants among non-English major college students and self-efficacy is negatively correlated with English learning burnout. 2. There is a significantly negative correlation between general perceived self-efficacy and English learning burnout, between English learning burnout and English achievement. The negative correlation between general perceived self-efficacy and English achievement is not significant in the study;3. Among self-efficacy, English learning burnout and English achievement, either two of them are mutually interactive with the third one; either two of them could be useful predictors of the third one.The above findings of the research inspired us that in English teaching, English teachers are supposed to pay attention to students’affective experience of English learning. English teachers are advised to help improve students’English learning achievement by aiding students raise sense of self-efficacy and lowering down English learning burnout. Also, English teachers should also pay more attention to male students, fairly treating female and male students and guiding male students to modify the self-evaluation that they are not as good as female students in English learning.