The Correlation Among English Academic Procrastination,Academic Self-efficacy And English Academic Performance Of Senior High School Students

The National English Curriculum Standard for General High School（2017 edition）points out that English curriculum in senior high school should obey the laws of education and teaching as well as the laws of students’ physical and mental development.Therefore,educators should pay attention to students’ will,attitude,self-recognition and other non-intellectual factors that affect their academic performance.As one of the non-intellectual factors,academic self-efficacy is learners’ confidence in completing a certain learning task,which has a positive effect on learners’ academic performance,while academic procrastination is a kind of academic avoidance behavior,which has a negative effect on learners’ academic performance.It can be concluded that academic self-efficacy and academic procrastination are two important factors affecting senior high school students’ English academic performance.The literature shows that domestic and foreign scholars have studied academic procrastination and academic self-efficacy from multiple perspectives,but few studies on the relationship among senior high school students’ English academic procrastination,academic self-efficacy and English academic performance.Therefore,the author conducts an empirical study on the academic procrastination and academic self-efficacy of senior high school students in order to explore the non-intellectual factors that affect their English academic performance and provide some factual evidence for the reform of English teaching in senior high school.Selecting the senior high school students’ academic procrastination questionnaire and academic self-efficacy questionnaire as the main research tools,adopting the method of questionnaire survey,statistical analysis and interview,choosing 237 senior high school students from a senior high school in Zhangzhou,Fujian Province as participants,this research aims to explore the following three questions:1.What is the general level of English academic procrastination and academic self-efficacy of senior high school students?2.Are there any significant differences in English academic procrastination and academic self-efficacy among senior high school students in gender groups and English score groups?3.Is there any correlation among English academic procrastination,academic self-efficacy and English academic achievement of senior high school students?Through annlysis on questionnaires and interview data,the results indicate that:1.First of all,the overall English academic procrastination of senior high school students is at a medium level（m=3.033）.The scores of each dimension from high to low are lack of decisiveness in learning,low academic self-efficacy,learning behavior stagnation,lack of learning plan,and negative learning attitude.Secondly,the overall English academic self-efficacy of senior high school students is at a medium level（m=2.938）,and the scores of each dimension from high to low are self-efficacy of learning ability and self-efficacy of learning behavior.2.There is no significant difference in the overall English academic procrastination（p=0.997>0.05）and its five sub-dimensions between male and female students in senior high school,including lack of decisiveness in learning（p=0.242>0.05）,low academic self-efficacy（p=0.891>0.05）,learning behavior stagnation（p=0.820>0.05）,lack of learning plan（p=0.953>0）.05),negative learning attitude（p=0.622>0.05）.In addition,there is no significant difference in the overall English academic self-efficacy（p=0.317>0.05）and its sub-dimensional learning behavior self-efficacy（p=0.213>0.05）between male and female students in senior high school,but there is a significant difference in its sub-dimensional learning ability self-efficacy（p=0.004<0.05）.There are significant differences in the overall English academic procrastination（p=0.000<0.05）,its four sub-dimensions between students with high score of English and those with low score in senior high school,including learning behavior stagnation（p=0.000<0.05）,lack of learning plan（p=0.001<0.05）,negative learning attitude（p=0.000<0.05）and low academic self-efficacy（p=0.000<0.05）,but there is no significant difference in the lack of decisiveness in learning（p=0.967>0.05）.In addition,there are significant differences in the overall English academic self-efficacy（p=0.000<0.05）,its two sub-dimensions between students with high score of English and those with low score in senior high school,including learning ability self-efficacy（p=0.000<0.05）and learning behavior self-efficacy（p=0.003<0.05）.3.Senior high school students’ English academic procrastination,academic self-efficacy and English academic achievement were significantly correlated.Among them,there is a negative correlation between English academic procrastination and English academic achievement（r=-0.360**,p=0.000<0.01）.There is a positive correlation between English academic self-efficacy and English academic achievement（r=0.449**,p=0.000<0.01）.There is a negative correlation between English academic procrastination and academic self-efficacy（r=-0.446**,p=0.000<0.01）.Furthermore,senior high school students’ English academic procrastination and academic self-efficacy have a direct impact on their English academic achievement.In addition,academic procrastination can predict 13% of their English academic achievement,and academic self-efficacy can predict 20.2% of their English academic achievement.When academic procrastination and academic self-efficacy are combined and correlated,23.4% of their English academic achievement can be predicted.According to the above research results,the author puts forward teaching suggestions from the perspectives of enhancing confidence,increasing practice and managing time,in order to help students to develop good learning habits and enhance their confidence in learning and improve their English academic performance.