A Study On The Relationship Of Senior High School Students’ Second Language Motivational Self System,Self-efficacy And English Academic Achievements

Motivation is one of the key factors affecting foreign language learning.Its complexity and dynamics have attracted many scholars’ attention.Since the late 1950 s,Gardner and Lambert proposed the social psychological model,learning motivation has gradually become a hot topic in the field of second language acquisition research.In 2005,D?rnyei proposed the theory of Second Language Motivational Self System(L2MSS),which provided a new theoretical framework for L2 motivation research.As a key factor in the social-learning theory,self-efficacy also plays an important role in the study of second language acquisition.Both self-efficacy and second language motivational self system emphasize the key role of “self” in foreign language learning.A large number of studies have shown that L2 motivational self-system and self-efficacy are both correlated with academic performance.Moreover,existing studies have shown that self-efficacy could predict the motivation of foreign language learning.However,the research on the relationships among L2 MSS,self-efficacy and English academic achievement has not appeared yet,so the current study break through the traditional research limitations,and investigate an quantitative study of multivariate relationships.In present study,395 students in a senior high school in Ulanqab were selected as the research participants.The author used the way of questionnaire survey to collect data,and constructed a structural equation model on the basis of the L2 MSS,self-efficacy and English academic achievement,by using the SPSS 25.0 and AMOS 25.0 software to analyze data,aims to answer the following three questions: 1.What are the overall situations of senior high school students’ L2 motivational self system and self-efficacy? 2.What are the correlations among students’ L2 Motivational self system,self-efficacy and English academic achievements? 3.What is the mediating role of L2 motivational self system on the relationship between self-efficacy and English academic achievement?The results show that: 1.The overall situation of L2 MSS of senior high school students is relatively high,with the mean value of 3.74,among which the level of ideal L2 self is the highest(M=4.09),followed by the level of L2 learning experience(M=3.64),and the level of ought-to L2 self is the lowest(M=3.16).The overall situation of self-efficacy of senior high school students is low(M=3.25),among which academic behavior efficacy is the highest(M=3.60),language use efficacy and negative coping efficacy are low(M=3.22,M=2.94).2.There is a significant positive correlation between L2 MSS and English academic achievement(Sig=0.000<0.05,r=0.425),among which the ideal L2 self has the strongest correlation with English academic achievement(r=0.361),followed by L2 learning experience(r=0.302),and the minimum is ought-to L2 self(r=0.244).There is a correlation between self-efficacy and English academic performance(Sig=0.000<0.05,r=0.330),among which learning behavior efficacy has the strongest correlation with English academic performance(r=0.333),while language use efficacy and negative coping efficacy are weak(r=0.271,r=0.267).There is a significant correlation between L2 MSS and self-efficacy(Sig=0.000<0.05,r=0.481),and there are strong correlations between L2 MSS and academic behavior efficacy and language use efficacy(r=0.495,r=0.479).Therefore,there are correlations among L2 MSS,self-efficacy and English academic performance.3.L2 MSS plays the partial mediating role on the relationship between self-efficacy and English academic achievement,and the ratio of mediating effect to total effect is 43%,which is lower than the direct effect(57%).The mediating effect of IL2 S is the greatest,which accounts for 19%,then SLLE accounts for 15%,and OL2 S is the lowest,which accounts for 9%.At the end of the paper,the author provides some useful suggestions for improving students’ English learning motivation and self-efficacy,thus to improve students’ English academic performance and teaching effectiveness of English teachers is of great significance.Then,the limitations of the study and the direction of future research are discussed.