| Self-efficacy reflects an individual’s ability and belief to engage in a specific task at a specific level(Bandura,1986).Schaufeli pointed out that the concept of burnout syndrome can also be applied to the study of relevant states of learners(Schaufeli,2002).In recent years,researchers at home and abroad have found that both self-efficacy and learning burnout can affect students’ academic performance,and they have found that self-efficacy and learning burnout are related.The development of senior high school students plays a vital role in the future development of talents in China.Therefore,the research on the self-efficacy and learning burnout of senior high school students is particularly important.Based on Bandura’s self-efficacy theory,Maslach’s three dimensions burnout theory,and Krashen’s affective filter hypothesis,this study adopts a combination of quantitative research(Zhang’s self-efficacy scale and Yang’s foreign language learning burnout scale)and qualitative research(semi-structured interview).136 senior high school students from a middle school in Yichun city of Jiangxi province were selected as the research objects.Based on understanding the current situation of English self-efficacy and English learning burnout,this paper conducts an empirical study on the correlation between English self-efficacy and English learning burnout and provides relevant suggestions for improving English teachers’ teaching,to improve students’ English learning efficiency.This study focuses on three research questions.(1)What is the current situation of senior high school students’ English self-efficacy and English learning burnout?(2)Is there any relationship between English self-efficacy and English learning burnout among senior high school students?(3)Is there any difference in the relationship between high school students’ English self-efficacy and English learning burnout among different grades?In this study,the questionnaire data collected was analyzed by SPSS 25.0 and the results of interviews were combined to draw the following conclusions:(1)Through descriptive statistical analysis of the data from the two questionnaires,it is found that,on the whole,English self-efficacy(M=3.10)and English learning burnout(M=3.06)are common among senior high school students,and both of them are at an intermediate level.(2)Through correlation analysis,it is found that there is a significant negative correlation between English self-efficacy and English learning burnout(r=-0.843,P <0.01).(3)Through the correlation analysis of the questionnaire results among different grades,it is found that there are differences in the correlation between English self-efficacy and English learning burnout of senior high school students in different grades.The higher the grade,the higher the correlation coefficient.In other words,the correlation coefficient of senior three(r=-0.868)is higher than senior two(r=-0.861)than senior one(r=-0.757).(4)According to the regression analysis results,English self-efficacy can predict English learning burnout to some extent.At last,based on the result of this research,the author puts forward some suggestions for making good use of the correlation between English self-efficacy and English learning burnout.Firstly,the school should start to focus on students’ English learning trend from senior one,and formulate different psychological counseling plans according to different grades,especially for the psychological state of senior three.At the same time,parents should fully cooperate with the school and give appropriate help to students.Secondly,English teachers should adopt a variety of teaching methods to communicate with students whose English foundation is weak,to help students improve their enthusiasm for English learning and build up their confidence.Finally,students should be aware of their English learning situation and try to overcome their fear of English learning.They need to set goals by stages and gradually complete them to enhance their interest in English learning. |
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