A Study On Academic Emotion, Learning Self - Efficacy And Academic Achievement Of Senior High School Students

At present, with the process of global accelerate, the exchange of global economy and culture are increasingly improving.The application of English has become one of the basic qualities for the citizens all over the world. English education is the main part of Quality Education. As for students, English learning during senior high school plays an important part in the entire period of study. Students would learn more in English class where they can develop their English learning ability. What the students have learned has a great effect on the quality of English teaching.Besides, academic emotions of English class will either make an improvement or suppression to the English study efficiency. The improvement of English academic self-efficacy can give an adjustment to the academic emotion, motivating students ’ academic performance. Owing to this change, the academic achievement of students will be finally improved.Based on looking up the previous researches conducted at home and abroad, this research adopts the questionnaires and make some investigations in one of the high schools of Guiyang. To make a comparison and analysis among English class-related academic emotions, English academic Self-efficacy and academic achievement, I used Academic Emotion in English class scale and Self-efficacy in English learning scale, whose reliability and validity have been tested well. All that I have done in this research can directly help improving our English teaching.The result shows that:(1) As for the English class-related academic emotions, there are some differences being shown in gender. The scores in the positive high arousal of the girls are higher than those of the boys, while the scores in the negative high arousal and low arousal of boys are higher than those of the girls. From the aspect of the grades, the positive high arousal in grade two is higher than grand one.Meanwhile the negative high arousal in grade one is higher than grade.(2) The difference of academic achievement is not obvious in grade and gender. However, the sense of course-competence and self-confidence for goal in the key classes are higher than the common classes.(3) English achievement is positively correlated with the positive high arousal and is negatively correlated with the negative high arousal and low arousal.Meanwhile, it is positively correlated with the English academic self-efficacy.(4) Taking the English score as the variable element the English class-related academic emotions and English academic self-efficacy used as the predicted elements, the research results shows that the predictive explanation between negative low arousal and self-confidence for goal can reach up to 10.4%.The predictive explanation among hopeless, happiness and boredom can reach up to 11.8%, and hopeless has a great effect on students English achievement.