All Correlation On Self-efficacy And Reading Achievement Of Senior High School Students

According to the standard proposed in “English Curriculum Standards”,language is not only a tool of communication but also a tool of thinking.In view of this,the study of English as a universal language is of crucial importance to us.However,if you want to learn English well,lots of verbal input is essential,so reading becomes an important way of learning and it becomes a test method.In the current high school teaching,reading accounts for about 40% in the test.If one wants to accumulate enough words and sentences,he or she should read more.Students' English reading performance will be affected by some factors,however,what are the factors that affect the reading performance? Are they related to the students' self-efficacy?Therefore,based on the theory of self-efficacy and motivation attribution theory,this study mainly focuses on whether the high school students' self-efficacy can affect their reading performance? Are there any differences in self-efficacy between high-score and low-score students? The tools used in the study include an English Reading Self-Efficacy Questionnaire which statistically analyzes the students' reading self-efficacy,self-efficacy and English reading performance.What is the difference between high-score group and low-score group in English reading self-efficacy and psychological interviews which tends to know more about the high-score and low-score students in dealing with difficult attitudes and solutions.Therefore,it puts forward corresponding theoretical suggestions for English reading teaching.By correlation analysis and independent sample T-test,the following conclusions are drawn:(1)The level of self-efficacy of high school students is moderately low.(2)There is a significant correlation between self-efficacy and high school students' reading performance.(3)The average self-efficacy of the high-score group is significantly higher than that of the low-score group,and there is also a significant difference in their self-efficacy.Based on the research results,the author hopes that in English reading teaching,teachers should not only pay attention to students' actual achievements,but also should focus on helping them to correct their English learning attitude,build their confidence and sense of challenge,and encourage them to solve difficult problems with a positive attitude when they face troublesome problems.