A Study On The Effects Of Senior High School Students’ Self-efficacy And Learning Engagement On English Academic Performance

Academic achievement in high school plays an increasingly important role in students’ future development.Many researches show that learners’ psychology and emotion are important factors which can affect their academic achievement and limit learning behavior and learning efficiency.It can be seen that studying the intrinsic correlation among learners’ academic performance,learning engagement and self-efficacy has become a hot topic in the area of education.Therefore,based on The Affective Filter Hypothesis and Self-Regulation theory,the author attempts to explore the influence of high school students’ learning engagement and self-efficacy on English academic performance,aiming to provide teaching advice for English teaching at senior high school so that students can meet the requirements of curriculum standards and teachers can attach importance to students’ individual psychological cognition and emotional needs.This study uses questionnaires to survey among 328 first-year students in a senior high school in Longgyan,and tries to explore the following questions:(1)What is the current situation of high school students’ self-efficacy and English learning engagement?(2)What is the correlation among high school students’ self-efficacy,English learning engagement and academic performance?(3)What is the impacts of self-efficacy and English learning engagement on academic performance?This study uses SPSS 26.0 to analyze data from the surveys and comes to the following conclusions: In the first place,the overall self-efficacy of high school students is at the intermediate level and the average score of goal confidence is the highest,average score of course competence is the lowest,and the average score of adaptability is in the middle.Secondly,the overall English learning engagement of high school students is at the medium level,but the level of behavioral engagement is the highest,the degree of cognitive engagement is the lowest,and the level of emotional engagement is in the middle.Finally,there is positive correlations between self-efficacy in English learning and English achievements.There is positive correlation between English learning engagement and achievements.There is positive correlation between self-efficacy and learning engagement.High school students’ self-efficacy and learning engagement in English learning have a significant positive predictive effect on English academic performance.Through interviews,the author learns that high school students believe that they can meet the requirements of the curriculum standards in listening,reading and writing.In addition,they are less aware of the use of metacognitive strategies and cognitive strategies.Based on the above findings,the author proposes the following suggestions for English teaching.Teachers are required to relieve the negative emotions and improve students’ English curriculum efficacy.They are expected to teach students cognitive strategies in order to promote their cognitive engagement.Besides,they are supposed to design various activities to boost students’ emotional engagement.