Investigation And Analysis Of Self-efficacy And Academic Performance Of Senior High School Students In English Learning

Students’ academic performance,a crucial indicator of learning achievement,is affected by many factors including the intelligent and non-intelligent factors.In recent years,it is the non-intelligent factor that has drawn great attention,and it’s even regarded as a determinant of students’ academic performance and individual behaviors.Learning self-efficacy,which serves as one of the key components of non-intelligent factors,plays a role as a “predictive tool” of students’ academic achievements and learning beliefs.In this thesis,the author uses the questionnaire to investigate the level of English self-efficacy of senior high school students in Fuzhou and their academic performance.This study is to figure out whether their English learning self-efficacy is related to their grade,gender and English academic performance.Based on the results,the author hopes to propose some suggestions on how to cultivate students’ English self-efficacy so as to improve their academic performance.The findings are as follows:(1)Senior high school students’ English learning self-efficacy,in the trend of gradually decreasing as the grades increasing,is generally at a moderate level.And there is a negative correlation between their English learning self-efficacy and grades.Also their English learning self-efficacy have significant differences among their grades.(2)Girls’ English self-efficacy is higher than boys’,but there is no gender significant difference.(3)Perceived basic capability and perceived control capability as the two subscales of English learning self-efficacy both have significant differences among senior high school students.(4)There is a significant moderate positive correlation between senior high school students’ English learning self-efficacy and their academic performance.According to the findings,the author here proposes to improve students’ learning self-efficacy through the following three methods: lead students to form rational attributions;help students set suitable goals and create more successful experience for them.This study can not only enrich the theoretical research of learning self-efficacy,but gives some suggestions on how to improve students’ learning self-efficacy and teaching qualities.But the effect of the three methods about cultivating learning self-efficacy proposed in this thesis needs further study.