An Investigative Study On The Correlation Between Self-efficacy And English Achievements At Junior High Schools

Junior high school stage is very important in individual education,which is not only a continuation of the previous knowledge,but also forms the basis of the subsequent study.As one of the critical courses,the importance of English is self-evident.The huge differences between English and Chinese,the lack of English speaking in daily life lead to low performance in English test for many students.Therefore,how to improve the English academic achievement of junior high school students is generally concerned by people.In the past,people believe that the learning behavior plays an important role in improving English score,such as concentrating on studying,while they neglect the non-intellectual factor and English learning self-efficacy.Many students have low English score,which will result in the decline of learning self-efficacy;and the low English learning self-efficacy will in turn reduce the learning motivation,leading to poor English performance,which forms a vicious circle.Therefore,to improve the English achievement of junior high school students,apart from English learning strategies,we should also pay attention to students’ learning self-efficacy.Self-efficacy,put forward in 1977 by Bandura,is an evaluation of the individual’s self-confidence and subjective judgments in whether he or she has the ability to accomplish a certain task.And it plays an important role in the prediction of the individual’s behavior.This theory argues that people tend to generate expectations about the outcome of their behavior,which will promote individuals to take part in activities more actively.Based on the theoretical foundations of social learning theory,humanism theory and attribution theory,and the questionnaire of English learning self-efficacy used as the analysis tool,the research choose the junior high school students in Jinan as the study objects.The conclusion is from the analysis of collected data and expound the relationship between English learning self-efficacy and English learning achievement from two different perspectives,grade and gender,which depends on the test of SPSS,analysis of descriptive statistics,independent-sample T-test and correlation analyses.The aim of this article is to improve the English achievement of junior high school students and provides some theoretical reference and basis for English teaching of junior high school by analyzing the connection between English learning self-efficacy and English learning achievement.The conclusions depend on the discussion and analysis of data in the survey.Firstly,there are no significant differences in English learning self-efficacy from gender point;Secondly,there are significant differences in English learning self-efficacy on the grade level and they decrease with the growth of grade.As the fact,there is a significant positive correlation between English self-efficacy and English achievement in junior high school students.According to the findings of this research,the study gives some suggestions,such as appropriate self-attributions by means of attribution training,model demonstrations,learning strategies and so on,which were expected to help the junior high school students improve learning English self-efficacy and English achievement.In the end,the article analyses the limitations of the approaches,which can provide some implications for the follow-up study.