A Study On The Correlations Of Junior School Students’ English Academic Self-efficacy,Academic Emotion And Academic Achievement

In recent years,the Ministry of Education has reformed English teaching in an all-round and diversified way.The New English Curriculum Standards explicitly demands that we should pay attention to the students’ emotional and psychological development.English teachers must be aware of the importance of emotional factors in language learning.Language learning tends to be influenced by many different factors.In terms of internal factors,academic self-efficacy and academic emotion can be said to be the important factors that affect students’ learning.Therefore,this study,based on the relevant theories of academic self-efficacy and academic emotion,mainly discusses the following questions:(1)What’s the current situation of junior school students’ English academic self-efficacy?(2)What’s the current situation of junior school students’ English academic emotion?(3)Is there any difference of junior school students’ English academic self-efficacy in terms of gender,grade and class?(4)Is there any difference of junior school students’ English academic emotion in terms of gender,grade and class?(5)What are the correlations among junior school students’ English academic self-efficacy,academic emotion and academic achievement?This research adopts questionnaire investigation and the survey’s subjects are 249 students from Fushan No.3 Middle School.The research conclusions are as follows:(1)The junior middle school students’ English academic self-efficacy is generally high.To be specific,the girl’s English academic self-efficacy is significantly higher than that of boys;the English academic self-efficacy of students in Grade 7 is significantly higher than that of students in higher grades;the English academic self-efficacy of students in experimental class is significantly higher than that of students in regular class;(2)The junior middle school students’ English academic emotion is positive in general.To be specific,the gender difference in positive emotions is not obvious,while the negative English academic emotion of boys is significantly higher than that of girls;the negative English academic emotion ofstudents in Grade 9 is significantly higher than that of students in lower grades;the negative English academic emotion of students in experimental class is significantly lower than that of students in regular class;(3)There are obvious correlations among the junior middle school students’ English academic self-efficacy,academic emotion and academic achievement.To be specific,the English academic self-efficacy of the junior middle school students has a significantly positive correlation with academic achievement;English academic achievement of the junior middle school students has a significantly positive correlation with positive academic emotions and a significantly negative correlation with negative academic emotion;English academic self-efficacy of the junior middle school students has a significantly positive correlation with positive academic emotion and a significantly negative correlation with negative academic emotion.Anyway,the author hopes that this research conclusion can give the junior middle school English teaching implications to help students improve their English academic self-efficacy,guide them to maintain a positive academic emotion so as to help them improve their English academic achievement.