Learning Self-Efficacy,Learning Strategy And Score Of Senior High School Students

High school students are at an important stage of growth in their lives,and it is important to pay attention to students’ emotional needs during this period because they are under pressure from internal and external factors.English learning self-efficacy is an important emotional factor that affects students’ English learning.The lack of language environment and the differences between English and Chinese may cause difficulties for students in English learning.In addition to affective factors,the use of English learning strategies also affects students’ learning process and academic performance to a great extent.Therefore,this study aims to investigate the correlation among English learning self-efficacy,English learning strategies and English performance of high school students through a questionnaire survey and to propose suggestions.The study focuses on three questions:1.What is the current situation of high school students’ English learning self-efficacy? 2.What is the current situation of high school students’ English learning strategies? 3.Is there a correlation among high school students’ English learning self-efficacy,English learning strategies,and academic score? If yes,what kind of correlation is it?To answer the above research questions,350 students in a high school in Tianjin,of whom 149 are male and 201 are female,are used as the subjects of this study.In terms of grade distribution,the senior 1,2,3 grades included 126,134,and 90 students,respectively.As for the choose of grades,the score of the senior 2 and 3classes are the average of the final exams of the previous semester and the midterm exams of the current semester.The average score of the first monthly exams and the midterm score are used as the score of senior one students because they have not taken the final tests yet.The data of this study is analyzed from the perspective of descriptive analysis,correlation analysis,and regression analysis through SPSS 26.0,and the findings of the study are as follows.1.The English learning self-efficacy of senior high school students is at a medium level,with the sense of ability to complete tasks being the lowest and the sense of confidence to achieve goals being the highest.The students’ confidence in their ability to complete the task is high.In addition,girls’ English learning self-efficacy is slightly higher than boys’.2.Senior high school students’ use of English learning strategies is at an intermediate level,where compensatory strategies are the most frequently used strategies by senior high school students,followed by metacognitive strategies,cognitive strategies,and memory strategies,and students’ use of social strategies is the least frequent.Female students’ use of learning strategies is slightly higher than that of male students.3.There is a significant and positive correlation among senior high school students’ English learning self-efficacy,English learning strategies,and academic score.Based on the above findings,this study proposes three suggestions.First,improve students’ English learning self-efficacy to improve English performance.Second,teachers need to try their best to help students use English learning strategies effectively.Finally,use English learning self-efficacy and learning strategies as mediators to improve students’ English performance...