High School Students English Learning Self-efficacy And Academic Achievement

The concept of self-efficacy is a famous American psychologist BANDURA in1977in his book the social foundation of the thought and behavior. Bandura think self-efficacy reflects the individual in a specific level of ability belief when a specific task. since then, other researchers put forward the concept of general self-efficacy, self-efficacy is an individual characteristic, stability of cognitive, reflects the individual achievement in different situations, on whether he has successfully completed work ability. this study thinks that English learning self-efficacy is associated with a particular field, and defines English learning self-efficacy as learners about whether they can use their own ability or skill to complete English learning task level of confidence judgment. It includes learner expectations of their learning ability and behavior ability to judge two aspects.Freud first studied the anxiety phenomenon, in1894, he published a paper, put forward the term anxiety neurosis. After70s, researchers H.D.B one (1973), Curran (1976) and Krashen (1982), and other linguists began to study how emotional factors affecting foreign language learning, anxiety, the emotion factor has been the attention of the researchers. This study defines English learning anxiety as to English learning associated with self denial of cognition, fears the emotional experience, marked by doubt.The purpose of this study is to explore senior high school students English learning self-efficacy and academic performance and the relationship between English learning anxiety in the intermediary role. USES a Zhang Shufen compiled 《English learning self-efficacy scale》 and Horwitz, E.K. Compiled《English learning anxiety scale》 to survey of450high school students, recycling effective questionnaire409, questionnaire recovery was91%.The results showed that:1.as a whole, selected subjects of English learning self-efficacy in average. Selected subjects of English learning anxiety is higher. At the same time, high school students examination anxiety score higher than negative evaluation anxiety, communication anxiety, test anxiety and other anxiety.2. English learning self-efficacy is negatively related to the English learning anxiety significantly, English learning self-efficacy and academic achievement was significantly positive correlation between learning anxiety and English academic achievement, a significant negative correlation.3.English learning self-efficacy and academic performance, significant linear relationship between determination coefficient (R) is0.095, that argument English learning self-efficacy can explain the dependent variable English academic achievement the variation of9.5%.4.English learning self-efficacy and significant linear relationship between English learning anxiety, determination coefficient (R) is0.398, that argument English learning self-efficacy can explain the dependent variable English academic achievement the variation of39.8%.5.academic performance in English as the dependent variable, English learning self-efficacy, English learning anxiety as prediction variables, regression analysis, English learning self-efficacy and significant linear relationship between English learning anxiety, determination coefficient (R) is0.224, shows that the independent variable English learning self-efficacy can explain the dependent variable English academic achievement the variation of22.4%.6.English learning anxiety is English learning self-efficacy and academic achievement of complete mediation variables.