A Study On Correlations Among Senior High School Students’ Boredom In English Classroom,Academic Self-Efficacy And English Achievement

Senior high school is an important stage of learning where attention to the emotional needs of students is essential,as they are not yet fully mature and under a lot of pressure.Boredom is common emotional experience.However,little attention has been paid to boredom in domestic English classes.In addition,self-efficacy may also have a strong influence on the English learning process of senior high school students.However,the existing literature shows that most scholars at home and abroad have conducted their studies on English boredom and English academic self-efficacy separately,with less research on the relationship between them.In view of the above,this study combines the control-value theory and self-efficacy theory in the field of educational psychology,aiming to explore the correlations among boredom in English classroom,English academic self-efficacy and academic achievement of senior high school students,with the aim of providing pedagogical insights for English teaching and better promoting the students’ growth and development.Specifically,this study answers the following three questions.(1)What is the level of senior high school students’ boredom in English classroom?(2)What is the level of senior high school students’ English academic self-efficacy?(3)What are the correlations among senior high school students’ boredom in English classroom,academic self-efficacy and English achievement?To address above three questions,the author adopts questionnaires and interviews as research methods,and employs the Boredom in Practical English Language Classes Questionnaire(Pawlak,Zawodniak & Kruk,2020)and Academic Self-Efficacy Scale(Liang Yusong,2000).272 grade one students from the Subsidiary High School of Taiyuan Normal University are surveyed.The data collected from the questionnaires are analyzed using SPSS 22.0 for analysis.The interviews are recorded and transcribed.The results of the analysis are as follows.(1)Senior high school students’ boredom in English classroom and its two dimensions are a moderate level.There are significant differences in the levels of boredom in English classroom among students of different genders and different achievement levels;(2)The English academic self-efficacy of senior high school students and its two dimensions are at a moderate level.There is no significant difference in the level of English academic self-efficacy among students of different genders,while there is a significant difference among students of different English achievement levels;(3)Senior high school students’ boredom in English classroom has moderately negative correlation with English academic self-efficacy and English achievement respectively,while English academic self-efficacy has moderately positive correlation with English achievement.English academic self-efficacy partially mediates the effect of boredom in English classroom on academic achievement.Based on the above findings,this study provides some pedagogical suggestions in terms of alleviating boredom and improving academic self-efficacy in English classes for senior high school students.Firstly,it is imperative to intervene in a timely manner,attach importance to distal and proximal factors that influence boredom in English classroom and implement tiered teaching.Secondly,it is important to create as many successful experiences as possible for the students,provide positive verbal persuasion and guide them to make correct attributions.