The Relationship Of Perceived Self-efficacy, Self-attribution And English Achievement For Higher Vocational Students

Self-efficacy is an individual of his own behavior to achieve the expected results of effective or ineffective is the main reasoning.Individual self-efficacy of high and low,the impact of individual motivation,interest in learning,studying and perseverance,the choice of learning activities and ultimately affect the academic achievement of students. Since the 1960s,the theory of attribution has been developing very fast in psychology field.The attribution theory originates from the American psychologist Weiner's theory of attribution,which was put forward in the 1970s and was adjusted in the 1980s.This theory is the most systematic theory,illustrating study motivation.Self-efficacy is an individual of his own behavior to achieve the expected results of effective or ineffective is the main reasoning.Individual self-efficacy of high and low,the impact of individual motivation,interest in learning,studying and perseverance,the choice of learning activities and ultimately affect the academic achievement of students. The present study adopts a quantitative approach and seeks to investigate language self-efficacy and student's attribution styles by using a sample of 233 students from Heilongjiang Communications Polytechnic.Bases on the theoretical foundations of Bandera's self-efficacy theory and Weiner's attribution theory,the study also examines the interactions among students' language self-efficacy,attribution beliefs and their academic performance on the English exams.The general statistical results of the study indicate that:(1) there does exist a relationship between language self-efficacy and English academic achievements-the high achievers have fairly good self-efficacy while moderate self-efficacy and the self efficacy of low ones is slightly lower than those of the other two group;(2) language self-efficacy is positively correlated with the English academic achievements of the students;(3) Attribution style is not significantly correlated with the academic achievements in any subjects for the students.The results lend support to the view that the beliefs of self-efficacy and not only play an important motivational role in language learning,but is good predictors of language achievement.The findings of this study provide some useful insights into English teaching and learning:(1) Shape positive beliefs about the cause of success and failure,which will affect students' attitude towards English learning.Teacher need to be aware of students' attributional beliefs,and guide students to correct self-attributions by means of attribution training.(2) Enhance students' language self-efficacy with a variety of means.Limitations as well as possible pedagogical implications are also discussed in the study. For instance,the sample under investigation is relatively small,moreover,multiple data collection techniques are needed to get more accurate information.There for the results obtained in the present study leave much to be improved and it is hope that further research will lead to more overall and accurate results.