| American scholar Krashen points out that motivation,self-confidence and other emotional factors have an important impact on second language acquisition in the theory of "Affective Filtration Hypothesis".However,there are still many students with low motivation and negative self-identity at present.Motivational regulation strategies and self-identity changes are important factors affecting students’ English academic performance,which have become the focus of research by the majority of scholars.But most of the present studies on high school students’ motivational regulation strategies,self-identity changes and English academic performance only discuss the relationship between two of the variables.On the basis of previous studies,this study carried out an empirical study on the influence of English motivational regulation strategies and self-identity change on English academic performance of senior high school students,aiming to explore the extent and path of influence of the two factors on students’ English academic performance.This study adopts literature analysis,questionnaire survey and some other research methods to make a survey on 256 students in a high school in Zhoushan,aiming to explore the following questions:(1)What is the overall status of the use of motivational regulation strategies and self-identity change of senior high school students? Are there any differences between the students of high-level and low-level?(2)Is there any correlation among senior high school students’ English motivational regulation strategies,self-identity changes and English academic performance? If so,what’s the correlation among them?(3)What is the influence of English motivational regulation strategies and self-identity changes on senior high school students’ English academic performance?Through statistical analysis,the main findings are as follows:(1)The overall use of English motivational regulation strategies is at a relatively high level(m=3.7088)and self-identity changes is at a middle level(m=2.7565).There are significant differences in both motivational regulation strategies and self-identity changes between high-level students and low-level students.(2)There is significant positive correlation between self-identity changes and English motivational regulation strategies(r=0.363,P<0.05).Self-identity changes have positive predictive effects on English motivational regulation strategies and the regression equation is: English motivational regulation strategies=1.890+0.660×Self-identity changes.There is positive correlation between English motivational regulation strategies and English academic performance(r=0.382,P<0.05),in which negative-based incentive and interest enhancement strategies can positively predict English academic performance: English academic performance=77.225+5.118×negative-based incentive+3.404×interest enhancement strategies.There is positive correlation between English academic performance and positive self-identity changes,in which additional change and self-confidence change can positively predict English academic performance.While there is negative correlation between English academic performance and negative self-identity changes,in which split change and zero change have negative predictive effects.The regression equation can be summarized as:English academic performance=81.149+6.911×additional change+2.948×self-confidence change-2.117×zero change-2.212×split change.(3)Through Amos path analysis,it is further found that: split change has direct negative impact on English academic performance.Additional change and zero change can not only have direct impact on English academic performance,but also have indirect impact through negative-based incentive and interest enhancement strategies respectively.While self-confidence change has only indirect positive impact on English academic performance through negative-based incentive and interest enhancement strategies.As the extent of influence,additional change is the largest.Based on the above results,the author puts forward some suggestions from the aspects of setting up the awareness of the use of English motivational regulation strategies,promoting the development of students’ positive self-identity and enhancing the input of cultural knowledge,so as to improve the efficiency of students’ use of English motivational regulation strategies,develop positive self-identity and improve their English performance. |
