Academic Self-Efficacy As The Mediating Role In The Relationship Between Learning Strategies And Academic Performance Among English Major University Students In Jilin, China

Abstract

 Further detailed research is needed on the complex relationship between learning strategies, academic achievement and self-efficacy. This study takes 1025 English majors from 67 colleges and universities in Jilin Province as a sample group, and subtly uses questionnaire survey to explore the transmission mechanism of learning self-efficacy between learning strategies and academic outcomes in detail. The results of data analysis show that there is a close linkage relationship between self-efficacy, learning strategies and English achievement. Self-efficacy plays a transitive role between English learning strategies and academic achievement. This new finding highlights the core influence of self-efficacy in the formation of students' academic outcomes, and opens up a new horizon for the study of learning psychology. This study suggests that educators should pay more attention to shaping and improving students' sense of self-efficacy in daily teaching practice, and guide them to master and use efficient learning strategies in order to enhance learning results. The follow-up research work can focus on the differences in the use of self-efficacy and learning strategies in different student groups, as well as the application effects of these strategies and self-efficacy in actual teaching.