A study of the Relationship Between High School Students' English Learning Self-Efficacy, Anxiety and Learning Effectiveness

Abstract

This study investigates the relationship between self-efficacy, anxiety, and English learning outcomes among Chinese high school students, contributing new insights to second language acquisition (SLA). The research builds on previous work by integrating quantitative analysis with a multidimensional framework that considers two psychological factors. This study employed a quantitative research approach, utilizing questionnaires based on established scales, such as Liang and Zhou's Academic Self-Efficacy Scale and Horwitz's Foreign Language Classroom Anxiety Scale. Having invited senior high school students in Tianjin to voluntarily fill out questionnaires online, 100 valid data were collected and analyzed by Jamovi. The findings aim to inform educational policy, offering a localized perspective that accounts for China's unique educational and cultural context. By examining the levels of self-efficacy and anxiety and their correlation, the study seeks to predict their impact on English learning performance. This empirical research approach provides targeted insights, enhancing understanding of foreign language teaching, particularly in examination-focused settings.