A Study On The Relationship Between Self-efficacy,Attribution And Achievement Of English Learning Among Senior High School Students

English,the most widely used language in the world,plays a significant role in disseminating knowledge and information.Accordingly,English becomes a very important subject in school education.High school is a crucial time for knowledge acquisition and psychological development.The learning beliefs of senior high school students who have arduous learning tasks in hand,to a certain extent,affect their learning motivation and learning behavior.Current theories and researches indicate that self-efficacy and attribution are two vital motivating factors in cognitive system,which have a strong effect on the achievement expectation and performance.This study explored the relationship between self-efficacy,attribution and achievement of English learning through analyzing the questionnaires of 151 senior high school students and the interviews with students and English teachers.The research findings are as follows.(1)The English learning self-efficacy of senior high school students is at a moderate level and they tend to adopt a more positive attribution for their success and failure in English learning.(2)There are significant gender differences in English learning self-efficacy,negative attribution style and achievement among senior high school students.Compared to male students,female students have higher level of self-efficacy,and adopt less negative attribution in explaining success and failure of English learning.(3)There are significant differences in English learning self-efficacy and attribution for success and failure between advanced learners and lower-level learners in senior high school.The students with a good command of English have stronger English learning self-efficacy,more positive attribution and less negative attribution than those with a poor command of English.(4)The English learning self-efficacy and positive attribution style of senior high school students are positively correlated with achievement,which also have positive predictive power for it.In addition,negative attribution has significantly negative correlations with self-efficacy and achievement in English learning,which can also negatively predict them.(5)English teachers take few effective and feasible measures to improve students’ learning self-efficacy and attach little importance to students’ attribution for success and failure in English learning.