An Investigation of the Connections between Junior High School Students' Self-Efficacy, Motivation, and Anxiety in Learning English

Abstract

This paper examines the relationship among junior high school students' self-efficacy, learning motivation, and learning anxiety using a quantitative analytic research methodology. The results of the study indicate an immediate relationship between junior middle school pupils in China's self-efficacy, learning motivation, and anxiety about learning English; self-efficacy also acts as a moderator for the impact of English learning anxiety on learning motivation. This study is conducive to understanding the impact of learning anxiety on learning motivation and the mechanism of action in the English subject, and it has an illuminating impact on foreign language education and instruction.