A Study On The Correlations Of Grade Eight Students’ English Learning Self-efficacy,Attribution Style And English Learning Achievement

English learning self-efficacy and attribution style are important factors influencing students’ English learning.The lack of English learning self-efficacy and inappropriate attribution style will directly affect the improvement of English learning achievement.This study adopts questionnaires and interview to survey 240 grade eight students in Urumqi No.68 middle school and to study the developmental characteristics of English learning self-efficacy and attribution style,and discusses correlations between English learning self-efficacy,attribution style and English learning achievement of junior high school students,and specifically answers the following 4 questions:(1)What are the general features of grade eight students’ English learning self-efficacy and attribution style?(2)Are there any significant differences in English learning self-efficacy and attribution style between boys and girls? If so,what is the difference?(3)Are there any significant differences in English learning self-efficacy and attribution style among groups with different English proficiency levels? If so,what is the difference?(4)What are the correlations between students’ English learning self-efficacy,attribution style and academic achievement?The general statistical results of the study indicate that:(1)Grade eight students’ English learning self-efficacy is high.In terms of four dimensions of English learning self-efficacy,"Confidence" is the highest,followed by "Ability",followed by "Overcome difficulties",and finally "Setback".Students’ attribution style is ideal in the process of learning English.Most grade eight students can make positive attribution to English learning.(2)There is a significant difference in English learning self-efficacy between grade eight students with different genders.Girls’ English learning self-efficacy is significantly higher than boys’.In terms of the four dimensions of English learning self-efficacy,there are significant gender differences in “ability” and “confidence”dimensions,girls are significantly higher than boys in “ability” and “confidence”dimensions.There are significant gender differences in positive and negative attribution style.Girls are more likely to make positive attribution than girls while boys are more likely to make negative attribution than girls.(3)There are significant differences in English learning self-efficacy among three groups,students with higher English learning achievement have higher English learning self-efficacy.In terms of four dimensions of English learning self-efficacy,There are significant differences in “ability” and “confidence” dimensions amongthree groups,students with higher English learning achievement have higher “ability”and “confidence”.There are significant differences in positive attribution style and negative attribution style among three groups,Students with higher English learning achievement are more likely to make positive attribution while students with lower English learning achievement are more likely to make negative attribution.(4)There is a significant positive correlation between students’ English learning self-efficacy and English learning achievement.Among the four dimensions of English learning self-efficacy,"Confidence","Ability" and "Overcome difficulties" have significant positive effects on academic performance,while "Setback" has no significant impact.The rank of its influence in declining order is "Confidence","Ability" and "Overcome difficulties".There are a significant positive correlation between English learning achievement and positive attribution style and a significant negative correlation between the English learning achievement and negative attribution style.English learning self-efficacy is significantly positively correlated with positive attribution style and significantly negatively correlated with negative attribution style.Among the four dimensions of English learning self-efficacy,"Confidence","Ability" and "Overcome difficulties" have significant positive effects on positive attribution style and significant negative effects on negative attribution style,while "Setback" has no significant effects on positive and negative attribution style.The rank of its influence in declining order is "Confidence","Ability" and "Overcome difficulties".