Effects Of Achievement Goal Orientation,self-efficacy And Autonomous Learning Ability On English Academic Achievement Of Senior High School Students

Learner factors have been the most direct and widely researched factors affecting English learning including self-efficacy,achievement goal orientation and autonomous learning ability in recent years,but few studies focus on the correlations between these three factors and their effects on English academic achievement of senior high school students.To fill this gap,three questionnaires of achievement goal orientation,of self-efficacy and of autonomous learning ability were administered to 382 senior three students in Shangrao Senior High School,focusing on the following questions:1)What is the overall profile of achievement goal orientation,self-efficacy and English autonomous learning ability of senior high school students respectively? 2)What are the correlations among achievement goal orientation,self-efficacy and English autonomous learning ability of senior high school students? 3)What are the effects of achievement goal orientation,self-efficacy and English autonomous learning ability on English academic achievement of senior high school students?Which has the most powerful effect?After analyzing the data by SPSS 26.0 and running a structural equal modeling by AMOS 24.0,the findings of this study could be summarized as follows:Firstly,subjects reported a relatively moderate level of performance-approach goal,mastery goal,self-efficacy and autonomous learning ability and a relatively lower level of performance-avoidance goal.Secondly,Pearson correlation analysis among three goals,self-efficacy and autonomous learning ability presented that except for the insignificant correlations between performance-approach and performance-avoidance goal orientation,the correlations among performance-approach goal orientation,self-efficacy and autonomous learning,among performance-avoidance goal,self-efficacy and autonomous learning,among mastery goal orientation,self-efficacy and autonomous learning,and among performance-approach and mastery goal orientation were significant.Performance-avoidance goal orientation was negatively related with mastery goal orientation,self-efficacy and autonomous learning ability,and the positive correlations among mastery goal orientation,self-efficacy and English autonomous learning ability were stronger than others.Thirdly,both performance-approach and mastery goal orientation positively contributed to the prediction of English academic achievement of senior high school students.Instead,students’ performance-avoidance goal orientation was a negative and indirect predictor of achievement.These effects were partially or totally mediated by self-efficacy.Furthermore,senior high school students’ autonomous learning ability was positively related with English achievement but did not have a significant predicted effect.Based on the above conclusions,some advice is put forward for English teachers in senior high school.It is suggested that teaching learners in accordance with their pursuing achievement goal orientation;taking mediated effect of self-efficacy seriously and focusing on improving students’ self-confidence.