A Study Of The Correlation Among Senior School Students' Self-efficacy, Test Anxiety And English Academic Achievements

With the development of society, competition becomes more serious. Academic performance works as one of the important criteria to select talents, which lead to different levels of test anxiety. It is seriously affect students' physical and mental health.At the same time, self-efficacy is an important non-intellectual factor, which plays an important role in alleviating test anxiety and improving the students' academic performance.Self-efficacy and test anxiety are two important factors to affect academic achievements, which play an important role in improving students' academic achievements and promoting students' physical and mental health. However, it is found that the relationship' study among the self efficacy, test anxiety and English academic achievements of senior school students was relatively less.This study chooses one hundred senior two school students in Dinbin Middle school in Yulin city Shanxi province as subjects, adopts quantitative research methods through the GSES table(sense of the ability to complete tasks, sense of the confidence to achieve goals, sense of the ability to face frustration and sense of the ability to overcome difficulties) and TAS(cognitive reaction, physiological arousal and behavioral performance) volume table, bases on Bandura's Self-efficacy and Rollo May's humanistic anxiety theory, uses quantitative research methods, hands out 200 questionnaires and recovers 200 valid questionnaires, analyzes the cause of test anxiety and the reason of lower self-efficacy, have a good knowledge of current situation of the self-efficacy and test anxiety to explore relationship among senior school students' self-efficacy, test anxiety and English academic achievements. Through analyzing the relationship among senior school students' self-efficacy, test anxiety and English academic achievements, this paper tries to seek strategies to alleviate senior schoolstudents' test anxiety and enhance their self-efficacy to improve academic achievements,which has a good effect on senior school students' physical and mental health.Firstly, it is found that senior school students' self-efficacy in English(M=2.7845) is in a general level and senior school students' test anxiety in English(M=3.0545) is in a relatively higher lever. Secondly, self-efficacy is negatively correlated with test anxiety(r=-.921) as well as test anxiety and English academic achievements(r=-.935).Self-efficacy and English academic achievements have a positive relationship with each other(r=.991). Thirdly, self-efficacy can predict test anxiety. Also, test anxiety can predict self-efficacy in turn. At the same time, self-efficacy and test anxiety can predict academic achievements.In a word, self-efficacy, test anxiety and English academic achievement have a close relationship with each other. There are some strategies to lighten test anxiety. Students should develop a right cognitive style, have a good knowledge reserve, have a right evaluation on their abilities and grasp some test strategies. At the same time, teachers and parents should pay attention to their communication. There are some strategies to strengthen self-efficacy, which include teachers should provide right model demonstration for students, provide chances for students to experience success,encourage and care about students in timely, guide students to cultivate correct attribution style and develop their effective learning strategies.