A Study On The Influence Of Higher Vocational College Students' Learning Burnout And Self-efficacy On Their English Achievements

The development of the new era requires that English education of higher vocational colleges should pay attention to the cultivation of students' ability of applying English.However,most of the higher vocational college students have the problems such as poor English performance,poor English competence and so on.Krashen believes that affective factors play an important role on foreign language acquisition.Both Learning burnout and self-efficacy have a major impact on foreign language learning.Being important affective factors in foreign language learning,Learning burnout and self-efficacy have attracted many scholars' attention.Most of the researches focus on the effect of learning burnout on English achievement,or self-efficacy on English achievement.However,the comprehensive effect of learning burnout and self-efficacy on English achievement is rarely studied by researchers.Therefore,this study tries to explore the mechanism of influencing English achievements of higher vocational college students from the perspective of learning burnout and self-efficacy.This study adopts such research methods as literature analysis,questionnaire and SEM and makes a survey on 285 Non-English Major freshmen in a higher vocational college in Zhangzhou,aiming to explore the following questions:(1)What is the level of Learning burnout and self-efficacy of higher vocational college students?(2)What is the influence of Learning burnout and self-efficacy on English achievement?(3)Does self-efficacy have a mediating effect between learning burnout and English achievements?The findings acquired from the data analysis of SPSS21.0 and AMOS25.0 are as follows:(1)The mean score of higher vocational college students' learning burnout is 2.6419 and that of its dimensions from high to low,in turn,is indifferences(3.0860),decreased self-efficacy(2.6269)and exhaustion(2.3202).The mean score of their self-efficacy is 2.9272 and that of its dimensions from high to low,in turn,is target confidence(3.0779),course adaptability(2.9604)and course competence(2.8039).(2)The correlation coefficient between learning burnout and English achievements is-0.554(P<0.001).The correlation coefficient between self-efficacy and English achievements is 0.420(P<0.001).The correlation coefficient between learning burnout and self-efficacy is-0.435(P<0.001).(3)The total effect of learning burnout on English achievements is-0.586(P<0.001).The indirect effect is-0.586(P<0.001)and the direct effect is 0.Thus,the conclusion shows that:(1)Higher vocational college students' learning burnout is at a medium level and the dimension of indifference has the highest level.The overall level of their self-efficacy is moderate.The level of course competence in its three dimensions is the lowest.Both learning burnout and self-efficacy have significant differences in different English achievements.(2)The correlation between higher vocational college students' learning burnout and English achievements is negative and its dimension of low self-efficacy can negatively predict English achievements.The correlation between self-efficacy and English achievements is positive and its dimension of goal self-confidence can positively predict English achievements.There is a negative correlation between learning burnout and self-efficacy.Learning burnout has a significant negative effect on self-efficacy.(3)Mediating effect test shows that higher vocational college students' self-efficacy has a complete mediating effect between learning burnout and English achievements,indicating that the influence of learning burnout on English achievements is realized by enhancing or reducing self-efficacy.Based on the above research results,the author puts forward some suggestions such as setting up reasonable learning objectives,developing correct learning attitude,improving appreciation education and carrying out diversified teaching to alleviate students' learning burnout,improve the level of self-efficacy and then improve their English achievements.