A Survey Study On Investigating The Relations Among English Learning Motivation,Academic Self-efficacy And Learning Achievement Of Junior High School Students

English Curriculum Standards for Compulsory Education（Curriculum Standards 2011）put forward that the overall goal of English curriculum during the compulsory education stage is to cultivate students’ comprehensive language ability.The affective attitude is included,which refers to interest,motivation,self-confidence and so on.It can be seen that learning motivation and self-efficacy play an important role in the learning process.Stimulating students’ English learning motivation and improving students’ self-efficacy are the important means to improve the quality of education and teaching.Therefore,this study was conducted to investigate junior high school students’ English learning motivation and self-efficacy.A questionnaire survey is used to examine the general situation of junior high school students’ learning motivation and self-efficacy.A total of 281 students from grade 8 in NO.90 middle school in Tianjin participate in this study.Moreover,interview is employed to gain more information about the influential factors of high-score students’ motivation and self-efficacy in English learning.The research questions are as follows:1.What are the current levels of motivation and self-efficacy in English learning of these junior high school students?2.What are the relations among learning motivation,academic self-efficacy and English achievement of these students?3.What are the influential factors of high score students’ motivation and self-efficacy in English learning?Through using descriptive statistical analysis,correlation analysis,and regression analysis,the results of questionnaire data reveal that these students’ learning motivation and academic self-efficacy are generally at moderate level.These results also show that there was a significant positive correlation among junior high school students’ English learning motivation,self-efficacy,and English learning achievement.The analysis of the interview data shows that the factors influencing the motivation of high-score students in English learning mainly focused on external factors.The influencing factors of academic self-efficacy mainly came from learners’ emotional state and vicarious experiences.The results of this study provide some suggestions for teaching and learning English for junior high school students: for example,teachers should stimulate students’ interest in English learning and help students with correct attributions to improve their internal motivation;students should learn to set English learning stage goals that match their abilities and experience more success can improve their academic self-efficacy.