A Study on the Correlation between English Classroom Performance and Self-Efficacy of Junior High School Students

自我效能感是指人们对自己是否有能力完成某一成就行为所进行的主观推测和判断，它通过影响个体对任务的选择、坚持程度、思维方式和情绪反应以及归因方式等，从而影响活动的完成。而课堂表现作为一种特殊的社会活动也会受自我效能感的影响。初中生在英语学习时常会面临许多困难，英语学习自我效能感不同水平的学生对待挫折采取的态度以及行为有所不同。自我效能感是学生学习行为的决定性因素，基于学生自我效能感的研究并不鲜见，但针对学生自我效能感与课堂表现的关系研究有限。鉴于此，本研究通过分析初中生英语学习自我效能感与课堂表现的关系，探究英语学习自我效能感在初中英语教学中的应用价值，以此提高学生的课堂表现能力。本研究采用问卷调查法对万州中学初一学生展开调查。Self-efficacy refers to people’s subjective speculation and judgment about whether they are capable of accomplishing a certain achievement behavior, which affects the completion of activities by influencing the individual’s choice of tasks, the degree of persistence, the way of thinking, the emotional response, and the way of attribution. Classroom performance as a particular social activity can also be affected by self-efficacy. Junior high school students often face many difficulties in learning English, and students with different levels of self-efficacy have different attitudes and behaviors towards frustration. Self-efficacy is the determinant of students’ learning behavior, and it is not uncommon to have studies based on students’ self-efficacy, but there are limited studies on the relationship between students’ self-efficacy and classroom performance. In view of this, this study analyzed the relationship between junior high school students’ English learning self-efficacy and classroom performance, and explored the application value of English learning self-efficacy in junior high school English teaching, so as to improve students’ classroom performance ability. This research employs a questionnaire survey method to investigate the students of Grade 7 at Wanzhou Middle School.