A Correlational Study Of Academic Self-efficacy,English Languange Learning Strategy And Learning Achievement Of Rural High School Students

In recent years,many scholars have conducted the correlational study of self-efficacy and academic achievement,the correlational study of learning strategies and academic achievement,but for the correlational study of the English learning self-efficacy,the English learning strategies and academic achievement is not too enough.This study adopted English Language Learning Strategies Questionnaire SILL and Academic self-efficacy scale questionnaire.The author asked 270 students from No.3 High School of Luoping in Qujing district,Yunnan province to carry on the questionnaire survey and the findings are as follows:First,the study on self-efficacy of high school students in rural areas indicates:among the three grades it does not exist significant differences on Academic Self-efficacy,but the Study Ability Self-efficacy and Study Behavior Self-efficacy of Grade three are higher than the other two grades;there is a significant difference in self-efficacy between male and female students,and girls' self-efficacy is higher than that of boys.Second,the study on the English language learning strategies of high school students in rural areas indicates: there are significant differences in the use of English language learning strategies among the three grades,and the grade three students' use frequency of English language learning strategies is higher than that of senior 1 and senior 2 students.There are also significant differences between male and female students,and girls' use of English language learning strategies is higher than that of male students.Third,the study on learning achievement of high school students in rural areas indicates: there is a significant difference between boys and girls and girls' learning achievement is higher than that of boys.The high school students' English learning achievement is also related to the students' interest and their attitude to their teachers.Fourth,the correlational study of academic self-efficacy,language learning strategy and learning achievement of rural high school students indicates: there is significant difference between students' Academic Self-efficacy and academic achievement,the students with higher self-efficacy get higher academic achievement and the students with lower self-efficacy get lower academic achievement;it also exist significant difference between students English language learning strategies and academic achievement,and the students who are good at using the English language learning strategies have better academic performance,and students with lower English language learning strategy use frequency have poorer academic performance.Students Academic self-efficacy has significant positive correlation with their English language learning strategies,namely students with higher academic self-efficacy are better at using English language learning strategy,and the students with lower academic self-efficacy use less English language learning strategy.At the end of the paper,according to the results,the author put forward some relative teaching suggestions on improving the rural high school students' English learning self-efficacy,training English learning strategy,motivating students' English learning interest and building the harmonious relationship between teachers and students.