The Correlation Study On English Writing Self-Efficacy,Writing Motivation Regulation Strategies And English Writing Performance Of Senior High School Students

’The Standards for General High School English Curriculum’ promulgated by the State Education Commission puts forward three levels of standards for senior high school students’ English writing ability.The ‘Description of the 2011 National Uniform Examination for General College Admissions’ promulgated by the Examination Center of the Ministry of Education sets requirements for the English writing proficiency of high school students participating in the college entrance examination.However,in recent years,the sampling results of the written expressions of the college entrance examination show that there is still a certain gap between the students’ overall expression ability and the expected level.What’s more,students usually reflect anxiety and fear in writing during their usual learning process.In other words,students’ self-efficacy in English writing is generally low,and the low self-efficacy in turn restricts the improvement of students’ English performance.Even if teachers begin to realize the importance of writing motivation,they only pay more attention to the cultivation of students’ internal and external motivations,and pay less attention to the emotional factors in students’ writing motivation,resulting in students’ low level of writing motivation and poor persistence,even decline.This research is based on Krashen’s ‘Emotional Filter Hypothesis’,Bandura’s self-efficacy theory and Wolters’ s motivation regulation strategies theory and conducts a correlation study on high school students’ English writing self-efficacy,writing motivation regulation strategies and English writing achievements,with a view to reveal the inherent relationship and interaction model between the three aspects.Teachers can gain a deeper understanding of students’ writing psychological characteristics and status quo by better grasping the specific effects of self-efficacy and motivation regulation strategies on English performance,and to understand the use of self-efficacy and motivation regulation strategies and specific problems in students’ English writing.This study intends to answer the following three questions:(1)What is the overall situation of English writing self-efficacy of senior high school students?(2)What is the overall situation of English writing motivation regulation strategies of senior high school students?(3)Is there any relationship among English writing self-efficacy,motivation regulation strategies and English writing performance of senior high school students? If yes,what’s the relationship among them? This research used questionnaires of motivation regulation strategies,English writing self-efficacy as survey tools,and collected students’ English writing performance.A total of 271 students in 3 arts classes and 3science classes in the senior high school of Hohhot were surveyed in this research,and 271 questionnaires were distributed and 257 were valid.SPSS 22.0 was applied to analyze the collected data.In view of the above research questions,the following research results are obtained.First,the writing self-efficacy are at an intermediate level(m=2.84).The score of writing task self-efficacy(m=2.89)is higher than the score of writing skill self-efficacy(m=2.80).Second,motivation regulation strategies are at an intermediate level(m=2.90).Among them,performance self-talk strategy and emotional control strategy are used most frequently(m=3.04),while mastery self-talk strategy is used the least frequently(m=2.57).Third,there is a significant positive correlation between motivation regulation strategies and English writing self-efficacy;motivation regulation strategies have a significant positive correlation with writing performance;there exists a significant positive correlation between English writing self-efficacy and writing performance.And through multiple linear regression analysis,it is found that motivation regulation strategies are more predictive of writing performance.Based on the research of high school students’ English writing,this research explores the relationship of English writing self-efficacy,motivation regulation strategies and writing performance.According to the results,the author not only makes specific suggestions for senior high school students’ English writing teaching in terms of motivation regulation strategies and English writing self-efficacy,but also further validates the role of motivation regulation strategies and self-efficacy in English learning.