| The conception of self-efficacy which refers to the individual beliefs and judgments about his capabilities to succeed in performing a particular task was first put forward by American psychologist Bandura in1970s. Since then, various studies related to self-efficacy have been conducted in different settings. As far as English learning is concerned, self-efficacy theory has inspired a lot of researches at home and abroad. Previous studies have proved that self-efficacy is a good predictor of learner’s academic achievements. Thus, given the significance of self-efficacy and its function and influence on learners’ English academic achievements, the present study was conducted. The chief objective of the study was centered on the compilation of a scale to assess non-English majors’self-efficacy on English listening comprehension in that there is not any scale in this respect.In this thesis, the author compiled a specific scale for non-English majors to assess their self-efficacy on English listening. The scale is in form of questionnaire with23items. Then the data was analyzed using statistical software SPSS19.0to test the scale’s reliability and validity. The reliability was tested from two aspects:homogeneity reliability and split-half reliability. The Cronbach a coefficient of homogeneity reliability is0.922, while the corresponding Cronbach a coefficient of split-half reliability is0.877. Both coefficients proved the reliability of the scale. The test of validity is performed from four aspects, namely content validity, construct validity, criterion validity and concurrent validity. Through open questionnaire and consultation from experienced College English teachers, the content validity of the scale has been ensured. Factor analysis was conducted to test the construct validity of the scale. Five factors were extracted from the scale, including listening self-efficacy on basic tasks, listening self-efficacy on exams, listening self-efficacy on advanced skills, listening self-efficacy on advanced tasks and listening self-efficacy on information processing. In order to test the criterion validity, students who filled in the self-efficacy questionnaires were divided into three groups as high-score group, medium-score group and low-score group according to the total score they got from the scale. According to the result of one-way ANOVA (analysis of variance), there exists a significant difference within the three groups. In other words, the scale is able to distinguish learners with high self-efficacy from those with low self-efficacy. And the criterion validity of the scale is proved satisfactory. Finally, we compared the result of the scale with the students’ listening score in CET-4in December,2011. The correlation coefficient is0.431, which is medium correlation and quite acceptable in statistics. The outcome has indicated the concurrent validity of the scale also provides good applicability.In addition, regression analysis and path analysis are also applied for further exploration. On the basis of the result of regression analysis, we got two regression equations.1) College English Listening Score=105.127+2.706*Factor2.2) College English Listening Score=102.278+2.168*Factor2+1.189*Factor3.(Factor2stands for self-efficacy on exams. Factor3stands for self-efficacy on advanced listening skills.)What’s more, according to the outcomes of path analysis, the path model was figured out in the thesis.Last but not least, the author summarized the results of the data analysis and the findings of this study. Besides, the limitations of the study were pointed out and the suggestions for further researches were put forward. |
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