| The study of self-efficacy,academic emotions and academic achievement mostly refers to the relationship between one or two variables in different regions.However,there are few studies on the correlations among academic self-efficacy,academic emotions and academic achievement combined with specific disciplines.What’s more,the research objects are mostly college students or junior middle school students,while as for senior high school students,the focus is usually on the students in Grade One or Grade Two.In addition,most of the studies only use questionnaire to discover the three variables’ relationship.Therefore,this thesis aims to explore the characteristics of English academic self-efficacy,emotion and English achievement of Grade Three senior high school students.And It is expected to make high school students adjust their poor academic emotions,then they will be positive toward English learning and enhance academic self-efficacy,so that they can be confident to cope with challenges and improve their English achievement.At the same time,this study can help teachers to adopt a proper teaching method and language of instruction,then they can finish teaching tasks better and realize teaching objectives.The sample of this study is 230 Grade Three senior high students from Kunming Foreign language School,Yunnan Province.This study was conducted by using literature analysis,interview,questionnaire and data processing methods.The study firstly uses descriptive statistics and frequency analysis to know the general situation of students’ English academic self-efficacy,emotion and achievement.Secondly,independent sample T test and one-way ANOVA are used to discover the difference of English academic self-efficacy,emotion and achievement in demographic variables;Thirdly,Pearson Correlation Coefficient is used to discover the relationship among English academic self-efficacy,emotion and achievement.Finally,regression to test whether English academic emotion is the intermediary variable between English academic self-efficacy and achievement or not.The results of data analysis indicate:(1)More than one third of the Grade Three senior high school students do not have a feeling of having ability to complete English learning tasks,and they do not have strong confidence to solve the difficulties encountered in English learning.In addition,Students generally have positive high arousal emotions in English learning,such as “hope”,“happiness” and “calmness”.In the negative emotions,students have “anxiety” and “depression” emotions;(2)Because of their different learning directions and home addresses,students have different feelings to face setbacks in English learning,and the strength of confidence in overcoming difficulties is also different.Science students have stronger determination to overcome the difficulties than liberal arts students in English learning.In addition,gender and home address make students have different negative emotions;(3)There is a significant correlation among English academic self-efficacy,emotion and achievement.The conclusions and implications of this study are as follows: English teachers should guide students to know themselves objectively,so that they can have a correct attribution toward their English achievement.And a correct attribution can help students to have a positive academic emotion,enhance self-efficacy and improve English achievement.Teachers should learn to adopt stratified teaching methods,and the teaching tasks should be designed according to different student levels,so that all the students are pride and have a sense of self-worth in completing learning tasks.In addition,in order to make students’ parents have a positive attitude when confronted with students’ poor performance,English teachers should communicate with students’ parents in time.Parents should encourage children to find proper ways to deal with English learning problems,and make them always maintain a higher English academic self-efficacy. |
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