A Study On The Correlation Between Junior High School Students’ English Learning Self-efficacy And Classroom Performance

Since the 70 s of the 20 th century,the traditional teacher-centered teaching mode has changed.The focus of education has shifted from teachers to students.Therefore,the research focus of teaching work has gradually changed from the discussion of teaching process and related influencing factors to various factors in students and their learning process.Learning self-efficacy is an important non-intellectual factor in students’ learning process,which will be reflected through students’ classroom learning attitudes and behaviors.Scholars at home and abroad have studied self-efficacy in English learning and students’ learning factors,but few people pay attention to how students perform in the classroom with their self-efficacy in learning.Few people pay attention to the correlation between students’ own self-efficacy in learning and their external classroom performance.In view of this,this study analyzes the relationship between self-efficacy and classroom performance of junior high school students quantitatively and qualitatively,and explores the application value of English learning self-efficacy in junior high school English teaching,so as to improve students’ classroom performance ability.In this study,a total of 200 students in the first,second and third grades of junior high school in S City,Shanxi Province were surveyed.Through the SPSS statistical analysis tool,descriptive statistics,one-way ANOVA and linear regression analysis were used to process and analyze the data.Finally,one teacher and one student were randomly selected in every grade for interviews to further validate and supplement the results of the survey.This study aims to address the following questions:(1)What is the current status of junior high school students’ self-efficacy in English learning? What is the self-efficacy of junior high school students in English learning in each grade?(2)What is the status of junior high school students’ performance in English class? How did junior high school students of all grades perform in English classes?(3)Is there a correlation between junior high school students’ self-efficacy in English learning and classroom performance? Is there a correlation between self-efficacy in English learning and classroom performance among junior high school students of all grades?The following conclusions were drawn from the analysis of the study:First,Junior high school students’ self-efficacy in English learning is at an upper middle level,with the highest confidence score for achieving English learning goals across all dimensions.Junior high school students’ self-efficacy in English learning has significant differences in grades,among which the difference in grade level is the most significant in the dimension of ability to overcome English learning setbacks,and the higher the grade,the higher the level of self-efficacy in English learning.Second,junior high school students performed well in English classes.Junior high school students have the highest level of learning direction among the seven dimensions of classroom performance.There are significant differences in the classroom performance of junior high school students in terms of grade,among which the difference in grade level in the dimension of learning direction is the most significant,and the higher the grade,the better the classroom performance of junior high school students.Third,there is a significant positive correlation between self-efficacy in English learning and classroom performance.The correlation coefficients between the dimensions of self-efficacy in English learning and classroom performance are: the ability to overcome English learning setbacks,the sense of ability to complete English learning tasks,the confidence to achieve English learning goals,and the ability to face English learning setbacks.There is also a correlation between self-efficacy in English learning and classroom performance among junior high school students of all grades.The ability to complete English learning tasks in the first and second grades of junior high school has the strongest correlation with classroom performance.The ability of students in the third grade to face setbacks in English learning has the strongest correlation with classroom performance.Based on the above findings,this study inspires teachers to promote classroom performance by improving students’ self-efficacy in learning from the perspective of teachers.The teaching advice are as followed:(1)Apply encouraging teaching mode and set teaching goals reasonably.(2)Adopt model education to provide cooperative learning opportunities.(3)Implement heuristic education to enhance students’ successful experience.