A Correlation Study Of Junior High School Students’ English Learning Anxiety, Self-efficacy And English Academic Performance

Based on the investigation objects of junior high school students, this study aims at exploring the relationship of English learning anxiety, English learning self-efficacy and English academic performance, and this study mainly answer the following three questions: First, whether there is significant difference of students’ English learning anxiety and self-efficacy degree in different genders, grades and source place? Second, what are the correlations among English learning anxiety, English learning self-efficacy and English performance? Third, whether English learning anxiety can be treated as an intermediary variable between English learning self-efficacy and English performance?The foreign language classroom anxiety scale(FLCAS) in this study was proposed by Horwitz, E. K. and the English learning self-efficacy scale was proposed by Zhang Shufen. The total of 400 questionnaires were issued, and the valid response rate is 94.5%(378 of 400 is returned). The data was analyzed by SPSS 17. 0, first, descriptive statistics was used in this study to survey the general situation of these students’ English learning anxiety and English learning self-efficacy level and the differences of students’ English learning anxiety and self-efficacy degree in different genders, grades and source place. Second, correlation analysis was used to discuss the correlations among English learning anxiety, English learning self-efficacy and English academic performance. Finally, correlation analysis and the method of testing mediating effect of variable were used to discuss the mediating effect of English learning anxiety between English learning self-efficacy and English academic performance.Based on the study, the conclusions are as follows:First, in general terms, the selected subjects’ English learning anxiety are in general level but higher than general average and the subjects’ English learning self-efficacy are in a higher level.Second, there is significant difference between female students and male students in English learning anxiety, and the English learning anxiety level of female students is higher than male students. There is no significant difference between female students and male students in English learning self-efficacy.Third, there are significant differences among three grades in English learning anxiety and English learning self-efficacy. The English learning anxiety level of grade 7 is significantly lower than grade 8 and grade 9, and there is no significant difference between grade 8 and grade 9 in English learning anxiety. The English learning self-efficacy of grade 7 is significantly different from grade 9 and the English learning self-efficacy level of grade 7 is higher than grade 9, but there is no significant diffidence between grade 8 and grade 9 in English learning self-efficacy.Fourth, in this study, there is no significant difference between rural students and urban students both in English learning anxiety and English learning self-efficacy.Fifth, these three variables are significantly correlated. There is a significant negative correlation between English learning anxiety and English learning self-efficacy, and English learning anxiety is negatively related to English academic performance, and there is a significant positive correlation between English learning self-efficacy and English academic performance.Sixth, English learning anxiety is partial mediated variable of English learning self-efficacy and English academic performance.