A Research On The Relationship Among The Higher Vocational Students’ English Learning Self-eiffcacy, Attributional Style And The English Achievement

With the development of China economy and internationalization，more and more peopleconcern about English and the teaching of English．In contrast of the university students, highervocational students have its own characteristics, thus bring more challenges to the teaching ofEnglish.English teaching in colleges is facing more and more challenges．Self-efficacy is thelevel of confidence for the individual how to success to engage in certain activities of their ownin specific situation.The Individual Self-efficacy level affects the choices of individual interestin learning, learning motivation, learning strategy. The Attribution Theory was first put forwardby the famous American psychologist Head in1958, and then followed by Weiner, then theAttribution Theory research has made remarkable achievements, which provides great referencefor the study of students’ Academic Achievement. This study is based on the theory ofSelf-efficacy and Attribution Theory. It adopts the " English learning self-efficacy questionnaire"and" English Learning Attributional Style Questionnaire" to make a research on the developmentcharacteristics of English Learning Self-efficacy and students’ Attribution Styles by using523college students in Higher Vocational Colleges and discusses the relationship between theirlearning Self-efficacy, Attribution and English Academic Achievement.The study shows that:(1)The higher vocational students’ English Learning Self-efficacydevelopment is good, most of them are in the middle or high level.(2)The higher vocationalstudents’ English Learning Attribution positively scored higher than the negative attributions,which indicates that the attribution style in learning English is ideal (3)The higher vocationalstudents’ English Learning Self-efficacy and English Academic Achievements is significantpositive correlation, the English negative attributional style and English Academic Achievementis significant negative correlation.(4)The higher vocational students’ English LearningSelf-efficacy can positively predict English academic achievements, negative attributional stylein learning English can significantly negatively predict English Academic Achievement.(5)TheEnglish Learning Self-efficacy plays an intermediary role between the negative attributionalstyle and Academic Achievement.