RELATIONSHIP BETWEEN SUCCESS AND FAILURE ATTRIBUTIONS AND SELF-EFFICACY OF CHINESE EFL JUNIOR HIGH SCHOOL STUDENTS WITH DIFFERENT ENGLISH PROFICIENCY LEVELS
Abstract
This study aimed at 1) exploring the level of students’ success and failure attributions and self-efficacy and 2) investigating the relationship between success and failure attributions, self-efficacy among Chinese junior high school students. The success and failure attributions were categorized into two aspects: the internal attributions associating with ability and effort and the external attributions associating with luck and context. One hundred and ten junior high school students at a school in Shizong, China were voluntarily recruited for the research. The study was a correlational study and supported by qualitative study based on semi-structured interview. The results revealed that high English proficiency students showed high internal attributions (x̅ = 4.35) and self-efficacy (x̅ = 3.90), while medium English proficiency students showed high internal attributions (x̅ = 3.69) and self-efficacy (x̅ = 3.56). Low English proficiency students displayed moderate internal attributions (x̅ = 2.82) and low self-efficacy (x̅ = 2.44). External attributions were moderate across all English proficiency levels. The correlation between success and failure attributions and self-efficacy varied among students with different levels of English proficiency. The data from the semi-interviews provided some evidence to support the results of the questionnaire.
Keywords: Chinese junior high school, English learning, Success and failure attributions, Self-efficacy, Different English proficiency levels
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