The Relationship between Self-efficacy and Academic Performance in English Learning

¹ School of Infrastructure Engineering, Hydraulic and Hydro-Power Engineering at Dalian University of Technology, 116011 Dalian, China
² School of Faculty of Education, Ningxia Normal University, 756099 Ningxia, China
³ School of Foreign Languages, Xianda College of Economics and Humanities Shanghai International Studies University, 202150 Shanghai, China

^* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

Due to the increasing internationalization of higher education, coupled with the common use of English as a Medium of Instruction (EMI), English has become an important link between different cultures and for progress in academia. As an important part of social cognitive theory, self-efficacy refers to people’s belief about themselves in terms of the ability to do certain academic tasks; and it has been proven that it can greatly influence academic behavior and results. The first part is about looking into literature on connections between Self Efficacy and English academic success, evaluating research with different kinds of students, and then breaking down the basics of classroom outcomes, strategies used, and Academic Aspiration. About the impact on the students’ self-efficacy in class, the strategies that students use and their academic goals. For students with great self-efficacy, they tend to be more proactive and independent learners, therefore more likely to use a complete set of self-regulatory learning approaches that would be crucial steps in achieving success.