A Study On Self - Efficacy, Academic Emotion And Academic Achievement Of English Learning In Junior Middle School Students

With the development of the science and technology, there are more and morecooperation between the different nations. English is widely used in different fields asan international language. As a matter of fact, it is a kind of tool and has deepinfluence on every aspect. English is also used to communicate and apply in manyfields in the life at present and future, like international trades, culturalcommunication and the career planning of the college graduates. For all, it isnecessary and important for people to learn English well. In fact, for recent ten years,the importance of the English is paid more attention to and emphasized. There aremore primary and secondary schools having English classes for the early ages,meanwhile, there are more English teachers working for English teaching. There havebeen great reforms in English teaching in the English learning and teaching, makingthe great progress in the basis of English teaching. As is known to all, schools are themost important places for students to learn the English language, and they are playingthe lead roles in the basic education. However, it is not rare that there are still a lot ofpoor-learning-ability students in English learning, which is becoming a most difficultproblem to be solved. It is true that there are many elements affecting the effect ofthe English learning, such as learning attitudes, motivation, learning moods,self-assess, learning strategies, and self-assurance. The atmosphere of the family andschools are also the elements affecting the efficiency of the learning English for thesestudents. Of all these interior elements, the learning moods, learning strategies andself-assurance are still ignored by the teachers and parents during the process of theEnglish learning. Therefore, the research is based on the relationships between theself-assurance and learning moods, trying to make a deep research and investigationabout the students’ learning conditions and influential elements, and give the effectivestrategies in English learning.The research adopts the questionnaires from Dong yan and Yu guoliang (2007),which is about the self-assurance in English learning and makes some investigations.The questionnaires are given out in secondary schools in Guizhou province, and theteachers and the students take part in the investigation. The results of this research are following.(1) There are some differences showing from different aspects in gender. Thescores of the girls are higher than those of the boys, and the difference is obvious.From the aspect of the grades, the grade one is in the highest place, and the number isdecreasing in Grade two and three. The lowest scores are in the Grade three.Meanwhile, the scores in self-assurance aspect, the common classes and theexperimental classes have clear differences, whose results are the experimental classeshigher than the common classes.(2) There are some differences in the negative waking aspects in the gender fromthe results of the questionnaires. The scores of the boys are higher than those of thegirls. In other aspects, however, the differences are not so clear. There are cleardifferences in the aspect of the learning mood as well as between the experimentalclasses and common classes in positive lower waking sense and negative higherwaking sense while in other aspects, there are fewer differences.(3) From the results of investigation, we can see English scores and theself-assurance exist the close relations in different aspects like learning moods,positive and negative moods. Further research shows that almost all the moods arerelated to the English learning except the pride and anger. The conclusion is that thereare clear relations in learning assurance and moods. Positive moods can make thestudents progress while negative moods can make students fall behind, all of whichelements are related to the different aspects of the learning moods and self-assurance.(4) Take the English score as the variable element, and self-assurances withlearning moods as the predicted elements, the research results turn out that Englishlearning has close relations and the predictive explanation can reach up to28.2%.Take the English score as the variable element, and self-assurances with learningmoods as the predicted elements, the research results turn out that English learninghas close relations and the predictive explanation can reach up to30.5%with theinfluence of the belief strategies, positive belief and negative belief.