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高中生英语学习自我效能感与英语学业成绩的关系——以英语学习焦虑为中介变量的中期报告.docx

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高中生英语学习自我效能感与英语学业成绩的关系——以英语学习焦虑为中介变量的中期报告 TheRelationshipbetweenHighSchoolStudents'EnglishLearningSelf-EfficacyandEnglishAcademicAchievement:AMidtermReportwithEnglishLearningAnxietyastheMediatingVariable. Introduction: Inrecentyears,therehasbeenincreasingattentionpaidtotherelationshipbetweenself-efficacyandacademicachievementinthefieldofeducation.Self-efficacyreferstotheconfidencethatindividualshaveintheirabilitytoperformaspecifictaskorachieveacertaingoal.Englishlearningself-efficacy,inparticular,hasbeenfoundtobeanimportantpredictorofEnglishlanguageproficiencyandacademicachievement.However,manyhighschoolstudentsexperienceEnglishlearninganxiety,whichcannegativelyimpacttheirself-efficacyandacademicachievement.Thisstudyaimstoexploretherelationshipbetweenhighschoolstudents'Englishlearningself-efficacyandEnglishacademicachievement,withEnglishlearninganxietyasthemediatingvariable. Method: Atotalof200highschoolstudentswererecruitedforthisstudy.Englishlearningself-efficacy,Englishlearninganxiety,andEnglishacademicachievementweremeasuredusingstandardizedquestionnaires.ThedatawereanalyzedusingstructuralequationmodelingtoexaminethedirectandindirecteffectsofEnglishlearningself-efficacyonEnglishacademicachievementthroughEnglishlearninganxiety. Results: Theresultsshowedthathighschoolstudents'Englishlearningself-efficacywaspositivelycorrelatedwiththeirEnglishacademicachievement.Additionally,EnglishlearninganxietypartiallymediatedtherelationshipbetweenEnglishlearningself-efficacyandEnglishacademicachievement.Thatis,highlevelsofEnglishlearningself-efficacywereassociatedwithlowerlevelsofEnglishlearninganxiety,whichinturnwereassociatedwithhigherlevelsofEnglishacademicachievement. Conclusion: ThisstudyprovidesevidencefortheimportanceofEnglishlearningself-efficacyinpredictingEnglishacademicachievementamonghighschoolstudents.Additionally,ourfindingssuggestthatEnglishlearninganxietymaybeanimportantfactortoconsiderwhenexaminingtherelationshipbetweenEnglishlearningself-efficacyandacademicac