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高中生英语学习倦怠和自我效能感相关性研究的中期报告.docx

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高中生英语学习倦怠和自我效能感相关性研究的中期报告 Introduction LearningEnglishisanessentialpartofthehighschoolcurriculainmanycountries.However,studentsmayexperiencefatigueandlackofmotivationtowardsEnglishlearning,whichcanleadtoadeclineinacademicachievement.Thepurposeofthisstudyistoexploretherelationshipbetweenhighschoolstudents’Englishlearningfatigueandself-efficacy. LiteratureReview Englishlearningfatigueisacommonphenomenonamonghighschoolstudents,whichcanbecausedbymanyfactorssuchasalackofinterest,ineffectiveteachingmethods,andexcessivepressurefromparentsandteachers.PreviousstudieshaveshownthatEnglishlearningfatiguehasanegativeimpactonstudents’academicperformanceandmayleadtoadecreaseinmotivationtowardslearning(Hu,2019). Self-efficacyisdefinedasanindividual’sbeliefintheirabilitytoachieveaparticulargoaloroutcome(Bandura,1977).InthecontextofEnglishlearning,self-efficacyreferstotheextenttowhichstudentsbelieveintheirabilitytolearnanduseEnglisheffectively.Previousresearchhasshownthatself-efficacyispositivelyassociatedwithacademicachievementandmotivation(Huang&Chang,2016). Methodology Participants:Thisstudyrecruited250highschoolstudents(130malesand120females)fromtwoschoolsinacityinChina. Measures:Thestudyemployedtwoinstruments:theEnglishLearningFatigueScale(ELFS)andtheSelf-efficacyforLearningEnglishScale(SELES).TheELFSassessesstudents’levelsoffatiguetowardsEnglishlearning,whiletheSELESmeasurestheirlevelsofself-efficacyinrelationtoEnglishlearning.BothscaleshavebeenvalidatedforuseintheChinesehighschoolcontext. Procedure:ThestudywasconductedduringregularEnglishclasses.Beforecompletingthequestionnaires,participantswereinformedofthepurposeofthestudyandassuredoftheconfidentialityoftheirresponses.TheparticipantswereaskedtofillouttheELFSandSELESquestionnairesindependently. Dataanalysis:Thedatawereanalyzedusingdescriptivestatistics,Pearsoncorrelation,andmultipleregressionanalysis. Results Descriptivestatisticsrevealedthatparticipants’levelsofEnglishlearningfatiguerangedfromlowtomoderate,withameanscoreof2.