A Study On The Influencing Factors Of Senior High School Students' Self-efficacy

Research on self-efficacy has been a productive field while limited studies have explored foreign language(EFL)learners' English self-efficacy and the sources of EFL learners' self-efficacy.The purpose of this study is to improve students' self-efficacy by investigating the overall level of senior high school students' English self-efficacy,the sources of senior high school students' English self-efficacy,and relations between students' English self-efficacy and the sources of English students'self-efficacy.Participants were 164 Grade 11 students from a high school in Dezhou,Shandong Province.Questionnaire of English Self-Efficacy Scale and Questionnaire for Measuring EFL learners' Self-Efficacy Sources were used.It is found that students'English self-efficacy,English self-efficacy for listening,speaking,reading and writing are at a medium level.Students'self-efficacy for speaking and writing are higher than students' self-efficacy for listening and reading.Mastery experience is the most important source of senior high school students' self-efficacy,followed by social persuasion,vicarious experiences,and physiological or emotional states.Among the influencing factors of mastery experiences,English test grade is the most influential factor.Among the influencing factors of vicarious experiences source,self-successful demonstration is the most influential factor.Among the influencing factors of social persuasion source,persuasion on students'capabilities is the most influential factor.Among the influencing factors of physiological or emotional states,forced learning is the most influential factor.There are no significant differences in English self-efficacy and the sources of English self-efficacy between male and female students.There are significant differences between students with high academic achievement and students with low academic achievement in English self-efficacy,English self-efficacy for listening,speaking,reading,and writing,and in the four sources of English self-efficacy.Teachers are advised to make use of the rich and diverse curriculum resources,set up two sets of assignments for students with different academic achievements and arrange students with similar capabilities in a study group.Teachers are also advised to use WeChat or other network platforms to share students' information with parents and organize successful experience sharing activities and so on.