Relationship Between Self-control Of Time Management And English Academic Self-efficacy With Senior High School Art Students

Self-control of Time Management (SCTM) is a considerable part of time management psychology and English Academic Self-efficacy (EASE) is also very significant for English learning. While the present researches about the relationship between them are seldom. Aiming to understand the status quo of SCTM and EASE and find out the detailed relationship between both, this study adopts "Self-control of Time Management Questionnaire" (Cronbach alpha coefficient:0.93) and "English Academic Self-efficacy Questionnaire" (Cronbach alpha coefficient:0.90). The subjects are 110 students (110 valid samples) of eighth grade from a senior high school in Nanchang. The data was analyzed by SPSS 16.0 to answer the following questions:1) What is the status quo of SCTM and EASE experienced by the senior high school art students?2) Are there any gender differences in SCTM or EASE? If yes, to what degree?3) Is there any correlation between SCTM and EASE? If yes, to what degree?The analysis mainly involved descriptive analysis, independent t-test, partial correlation coefficient analysis. SPSS 16.0 was used to analyze the data collected and the results are as follows:1) The descriptive analysis shows the overall SCTM level of senior high school art students is in the medium level. In global self-control, the mean value of effectiveness is higher than the openness and activeness. And in concrete self-control, the mean values of flexibility and checking-evaluating are higher than goal-setting, time-planning and self-restrain. The descriptive analysis shows the overall EASE level is a little bit lower than the moderate level. Based on poor basic cultural knowledge, they lack the sense of ability to finish the task goal and the sense of ability to face the frustration to some extent. But they are confident to get over the difficulties and achieve the goal they have set.2) The independent t-test indicates there is no significant gender difference on global self-control and concrete self-control, although the girls perform better on both of them. But on openness, goal-setting and checking-evaluating, the boys behave better than the girls, and there is significant difference (p=0.021<0.05). As for EASE, there is no significant gender difference. The girls perform better than the boys on the whole. The boys do better than the girls on the sense of ability to face the frustration, but there is no significant difference. While the girls do better on the sense of ability to get over the difficulty and there is significant difference (p=0.036<0.05).3) The partial correlation coefficient analysis makes clear there is no significant positive correlation between SCTM and EASE on the whole. But there exists significant correlations between the three dimensions of global self-control, the five dimensions of concrete self-control and the four dimensions of EASE. Between the global-self-control and the sense of ability to finish the task goal, there is significant negative correlation (p=0.036<0.05), while between openness and the sense of ability to finish the task goal, there is significant negative correlation (p=0.024<0.05). While on the five dimensions of the concrete self-control and EASE, there is significant positive correlation between the goal-setting and the sense of ability to face the frustration (p=0.028<0.05).This paper is really valuable for the theory and practice in enhancing SCTM and improving EASE of the senior high school art students, which has a dominant position in their time-personalities and self-development.