A Study On The Relationship Among Senior High School Students’ Affective Factors,autonomous Learning Ability And English Achievement

Affective factors and autonomous learning ability are two important factors that affect English learning.In recent years,scholars at home and abroad have done a lot of empirical researches on affective factors and autonomous learning ability.Most of studies only explored the relationship between one or two specific affective factors,or autonomous learning ability and English achievement,and some studies explored the relationship between affective factors and autonomous learning ability.However,there are few studies on the relationship among multiple affective factors,autonomous learning ability and English achievement.Based on the existing researches,this research investigates the multiple affective factors（motivation,anxiety,self-efficacy）and autonomous learning ability of high school students and explores the correlations among affective factors,autonomous learning ability and English achievement.This research is based on humanism theory,affective filter hypothesis and constructivism theory,using quantitative research method,taking 277 second-year high school students of a high school in Tongliao City as the research objects,using Foreign Language Learning Motivation Questionnaire,Foreign Language Learning Anxiety Questionnaire,Foreign Language Self-efficacy Questionnaire and Foreign Language Autonomous Learning Ability Questionnaire as research instruments to collect data in order to answer the following questions:（1）What is the current situation of senior high students’ affective factors（motivation,anxiety,self-efficacy）in English learning?（2）What is the current situation of senior high students’ autonomous learning ability in English learning?（3）What are the correlations among senior high students’ affective factors（motivation,anxiety,self-efficacy）,autonomous learning ability and English achievement?（4）Do affective factors（motivation,anxiety,self-efficacy）play mediating roles between autonomous learning ability and English achievement? If so,to what extent do they play? In this study,the data are analyzed through SPSS26.0 and AMOS24.0 to obtain the correlations and the influence paths among high school students’ affective factors（motivation,anxiety,self-efficacy）,autonomous learning ability and English achievement.After analyzing the influence paths,the mediating roles are obtained.The research results show that:（1）Senior high school students have a high level of English learning motivation（M=4.47）,and English learning anxiety（M=3.98）,self-efficacy（M=3.42）and autonomous learning ability（M=3.76）are at average levels.（2）There are correlations among high school students’ English learning motivation,anxiety,self-efficacy,autonomous learning ability and English achievement.Among them,motivation and self-efficacy are positively correlated with English achievement,and self-efficacy is more correlated with English achievement（r=0.572）,while anxiety is negatively correlated with English achievement（r=-0.552）,motivation has the lowest correlation（r=0.362）with English achievement.Motivation,anxiety and self-efficacy are significantly correlated with autonomous learning ability.Self-efficacy has the highest correlation with autonomous learning ability（r=0.838）,followed by anxiety,which is significantly negatively correlated with autonomous learning ability（r=-0.585）,and finally,the correlation between motivation and autonomous learning ability is the lowest（r=0.554）.There is a significant positive correlation between autonomous learning ability and English achievement（r=0.662）as well.（3）Motivation,anxiety,and self-efficacy play mediating roles between autonomous learning ability and English achievement.The mediating effect is 3.559,and the mediating effect of anxiety is the strongest at2.431,followed by self-efficacy,whose mediating effect is 0.892,and finally motivation is 0.236.Further analysis finds that the direct effect value is-2.992,the total effect value is 0.567,motivation,anxiety and self-efficacy have suppressing effects between autonomous learning ability and English achievement,and the ratios of suppressing effects are respectively 7.9%,81.3% and 29.8%.Based on the research results,the shortcomings and limitations of this research are summarized and suggestions are proposed on how to adjust the affective factors and improve the autonomous learning ability in order to improve English achievement.