A Study On The Correlations Among PE Majors' Self-efficacy,Learning Burnout And English Achievements

The emotional factors' influence on English learning has always been focus of scholars.Out of many factors in emotional factors,few researches on learner's self-efficacy and learning burnout have been carried out.The present study is designed to explore whether there are correlations among PE majors' self-efficacy,learning burnout and English achievements.The main reasons why choose PE majors as research subjects are that:In most colleges and universities,PE majors have relatively low scores on the National College Entrance Examination and poor English achievement.Even the administrative departments feel headache to assign teaching PE students to English teachers.In spite of this,teachers did little to find out way to help PE students to improve their English proficiency.The subjects of the studies are 56 freshmen of PE majors from North University of China.Two questionnaires and one English test were adopted as instruments.The first questionnaire is the English Learning Self-efficacy Scale that was recomposed by Zhang Rishen,and the second questionnaire is the Foreign Language Learning Burnout Inventory in this study was proposed by Yang Tao.The thesis aims to answer the following three questions: 1)What is the current situation of self-efficacy and learning burnout of PE majors? 2)Are there any significant differences in self-efficacy and learning burnout based on genders,family background and personality? 3)Are there any correlations among self-efficacy,learning burnout and English achievements of PE majors? 4)Does self-efficacy and learning burnout have a predictive effect on English achievements?All the data collected were analyzed statistically with SPSS 19.0.The results indicated that:(1)PE majors' students have a high level of foreign language learning burnout(mean=4.1582),and their English learning self-efficacy are at the low level(mean=2.4620).(2)Female students are not significantly different from male students both in self-efficacy(Sig.=0.463>0.05)and learning burnout(Sig.=0.967>0.05);students from rural are also not significantly different from students from urban both in self-efficacy(Sig.=0.671>0.05)and learning burnout(Sig.=0.334>0.05);extroverted students are significantly different from introverted students both in self-efficacy(Sig.= 0.039<0.05)and learning burnout(Sig.= 0.048<0.05).(3)These three variables are significantly correlated.There exists a significant negative correlation between self-efficacy and learning burnout(p=0.008<0.01 and 0.5<| r| =0.712<0.8),and self-efficacy is positively related to English achievements(p=0.000<0.01 and 0.5<r=0.674<0.8),and there is a significant negative correlation between learning burnout and English achievements(p=0.025<0.05 and 0.5<|r|=0.735<0.8).(4)PE majors' self-efficacy and learning burnout have a significant predictive effect on English achievements.Finally,according to the relevant results,the author provides some suggestions for practical teaching.