Research On The Correlation Between Senior High School Students’ Self-efficacy In English Learning And Reading Score

Self-efficacy refers to an individual’s subjective judgment and speculation about whether he or she can successfully complete a behavior.The level of students’ self-efficacy has an impact on their behaviors and outcomes,and individuals are more motivated to engage in learning activities when they have expectations about a behavior.Senior high school students often face many difficulties when they are learning English and students with different levels of self-efficacy in English learning adopt different attitudes and behaviors toward frustration.Students with low self-efficacy in English learning tend to have bad emotions in English learning,which eventually affect their English reading scores.Senior high school English teachers often ignore the impact of students’ self-efficacy in English learning on students’ learning.Based on the above statements,this research analyzes the correlation between English learning self-efficacy and reading score through quantitative and qualitative research,and investigates its application value in the actual teaching of senior high school English.In this research,293 students in the first year of senior high school in an experimental middle school in H City,Anhui Province were taken as the subjects.The research analyzed the data through SPSS statistical analysis tool using descriptive statistics,pearson correlation analysis,independent sample T-test,and multiple linear regression,and finally four teachers and eight students were randomly selected for interviews to further verify and supplement the survey.This research aims to address the following questions:(1)What is the current status of senior high school students’ self-efficacy in English learning?(2)What is the correlation between senior high school students’ self-efficacy in English learning and reading score? Are there differences in students’ self-efficacy in English learning in high-low groups and different gender groups? If so,what are the differences?(3)Is there a predictive effect of senior high school students’ self-efficacy in English learning on reading score?The following conclusions were drawn from the analysis: first of all,senior high school students’ self-efficacy in English learning is at an intermediate level;second,there is a median correlation between students’ self-efficacy in English learning and reading score;there are differences in students’ self-efficacy in English learning in high-low groups and different genders,with the former having significant differences and the latter having smaller differences;third,students’ self-efficacy in English learning has a predictive effect on reading score.Based on the above research results,this research suggests how to improve self-efficacy in English learning from the perspectives of teachers and students,and provides references for future research and English reading teaching.