A Study On The Relationship Of Second Language Motivational Self System,Self-efficacy And English Academic Achievements

Motivation in second language learning is one of the important factors affecting learning strategies,learning efficiency and academic performance,and has attracted much attention from scholars because of its complex and dynamic nature.D(?)rnyei’s L2 Motivational Self System has created a new research system which is more suitable for the English globalizational background of the L2 learning motivational studies.As one of the key factors proposed by Bandura in the Social Learning Theory,self-efficacy also has a profound impact on learners’ L2 learning.Both self-efficacy and L2 Motivational Self System focus on the intrinsic role of "self" in second language learning,so they have attracted a lot of attention from researchers,and the theoretical and practical studies about them are gradually increasing.However,most of the previous studies have focused on senior college students and high school students;too few studies have been conducted with freshmen as subjects.The researches with freshmen as subjects can help them to understand their motivational state,improve their self-efficacy,and enhance their English academic achievements.In addition,there is a lack of research on the differences involved individual factors;even less research has been conducted to examine the interaction among L2 Motivation Self System,self-efficacy,and English academic achievements.Based on the questionnaire survey and semi-structured interview,463non-English major freshmen from two universities in Beijing are involved in this study.The questions addressed in the current study include:(1)What are the overall situations of Chinese Non-English major freshmen L2 MSS and Self-efficacy? Are there any gender and major differences?(2)What is the relationship among L2 MSS,self-efficacy and English academic achievements?(3)Whether L2 MSS and self-efficacy can predict the English academic achievements significantly?(4)What’s the interaction effect among the L2 MSS,self-efficacy and English academic achievements?It has used SPSS 24.0 to analyze the data and AMOS 26.0 to build the structural equation model.The main findings are as follows:(1)The overall of L2 MSS of non-English major freshmen is low,and the ideal L2 self and L2 Learning Experience are higher than the theoretical average.The overall level of self-efficacy is low,and the factor of learning behavior efficacy is higher than the theoretical average.Female students’ ought-to L2 self and L2 Learning Experience is significantly higher than male students.Liberal arts students have significantly higher ideal L2 self image and Instrumentality-Prevention than science students.The negative coping efficacy of science students is significantly better than that of liberal arts students.(2)There are significant correlations among L2 MSS,self-efficacy and English academic achievements.(3)L2MSS and self-efficacy can positively predict 45.6% of non-English majors’ English academic achievements.(4)Ideal L2 self and L2 Learning Experience have partially mediating effect between self-efficacy and English academic achievement.In addition,Bootstrap mediation tests show that self-efficacy,ideal L2 self and L2 leaning experience can all directly influence academic achievements,while self-efficacy can indirectly influence English academic achievements through the L2 MSS.Although the number of subjects collected in this study are small,it is believed that the results can still provide more empirical evidence for subsequent related studies and shed some light on the teaching and learning of college English.