Effects Of High School Students' Perceptions Of Social Support And English Autonomous Learning Ability On English Achievements

With the development of society,people pay more and more attention to mental health.As one of vital influencing factors of mental health,social support has been widely concerned.Modern educators attach importance to “learner-centered”,so more and more attention would be paid to learners' autonomous learning ability.Though many domestic and foreign experts have carried on the thorough researches,there are few researches on the high school students and few studies involved in the external factors.In view of this,the paper attempts to explore the relationship of perceptions of social support and autonomous learning ability,as well as their interaction effects on English achievements.In the research,170 high school students are chosen as subjects by using two questionnaires and interview.The scale of autonomous learning ability(the original reliability is 0.941)compiled by Xu Jinfen and the scale of perceptions of social support(the original reliability is 0.871)compiled by Xiao Gengsheng are used.First,the descriptive analysis and independent sample T test are processed by SPSS.Second,to use multiple linear regression analysis to find the significant predictor variables.Finally,Amos is used to build the structural model and verify the theoretical model.This study discusses the following questions:1.What is the general features of students' social support and the characteristics of autonomous learning ability?2.Are there any statistically significant differences between high achievers and low achievers in students' perceptions of social support? And how about English autonomous learning ability?3.As for perceptions of social support and English autonomous learning ability,which may be the significant predictor(s)of the students' English achievements? If taking autonomous learning ability as a mediating factor,does perceptions of social support affect English achievements by it?The research results shows that:1.The perceptions of social support and autonomous learning ability of high school students is in medium to upper level,73.2% of students chose between 3 points(unsure)and 4 points(general).2.There are significant differences between high achievers and low achievers inperceptions of social support(t[77]=-16.590,p[2-tailed]=0.000)in high school students,and there are also significant differences in autonomous learning ability(t[75]=-14.954,sig[2-tailed]=0.000).3.Perceptions of social support and autonomous learning ability have predictive effects on English learning achievements(F[4,136]=20.0,p=0.000;F[4,135]=50.7,p=0.000).Autonomous learning ability plays a moderating role between perceptions of social support and English learning achievements.Both peer academic support and teacher emotional support have indirect effects on English learning achievements by knowing teaching objectives,evaluating learning process and setting teaching objectives,which affects English learning achievements.Some enlightenment and suggestions are obtained from the research results:As for teachers,teacher emotional support plays a vital role in indirect effect.The author suggests that teachers and students should also pay attention to emotional communication while imparting language knowledge,so as to create a positive and harmonious environment for the cultivation and improvement of high school students' English autonomous learning ability.As for students,peer academic support has a significant predictive effect on autonomous learning ability,and also exerts an influence on English achievements through indirect effects.The author suggests that students can help and supervise each other by establishing friendly feelings among students,so as to promote the progress of English achievements.