A Study On The Correlation Between High School Students' Self-efficacy, Learning Strategies And Their EFL Scores

Being important factors to affect learners' academic performance,self-efficacy and learning strategies have attracted extensive attention from scholars at home and abroad as the focus of researchers.As research literature reveals,most researchers take college students as the examinees,and only discuss the correlation involving two variables in their studies on the relations between self-efficacy,learning strategy and EFL English performance.However,this study takes 487 students of a key middle school in Putian City as examinees,adopting questionnaire survey,quantitative analysis and comparative study to explore the correlations among these three variables.Thus three questions have been raised as follow:(1)what is the status quo of high school students' application of self-efficacy and learning strategies in English learning?(2)What are the differences in self-efficacy and learning strategies applied by various groups of scores,the high,the middle and the low in senior high school English learning?(3)what is the relationship and interaction formula among high school students' self-efficacy,learning strategies and English scores?This study adopts the survey data of English learning self-efficacy scale,language learning strategy scale and English score for analyses.The following results are found:1.The overall evaluation of high school students' self-efficacy in English learning is moderate,and the overall evaluation of learning strategies turn out to be moderate.2.There are significant differences in self-efficacy among students of high,middle and low score groups.Students of high score tend to have high self-efficacy;In terms of learning strategies,only high and low score groups have significant differences,with high score students applying learning strategies frequently.3.There is a significantly positive correlation between self-efficacy and EFL score,the learning strategies and EFL score and the self-efficacy and learning strategies among senior high school students.The analysis of AMOS structural equation model,further reveals that all three dimensions of self-efficacy have a direct positive impact on EFL scores,but different dimensions of self-efficacy have varied effects.However,there are negativeeffects among individual dimensions of self-efficacy.The six dimensions of learning strategies positively affect self-efficacy and subsequently indirectly affect EFL performance through covariant relationship.Nevertheless,different dimensions of learning strategies have different effects on self-efficacy.Meanwhile,emotional strategies have direct negative effects on EFL performance.Based on the research results above,the author suggests that teachers should vigorously cultivate students' sense of self-efficacy,focus on cultivating the sense of objective efficacy and ability efficacy which have a significant positive impact on English performance,and pay attention to individual dimensions of self-efficacy and the negative influence relationship between individual dimensions of efficacy.In addition,it is necessary to guide and train students to use learning strategies effectively,focusing on cognitive strategies,compensatory strategies and metacognitive strategies that have a significant positive impact on self-efficacy,and paying special attention to guiding students to use affective strategies reasonably,so as to achieve truly efficient teaching.