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ed result of one’s purposive performance, or mastery experience. Individuals assess the effects of their actions, and their interpretations of these effects help create their efficacy beliefs. Outcomes interpreted as successful raise self-efficacy; those interpreted as failures lower it. The second source of efficacy information is the vicarious experience of the effects produced by the actions of others. Schunk (1981) has demonstrated that a significant model in one’s life can help instill self-beliefs that will influence the course and direction that life will take. The third source is the results of the verbal persuasions individuals receive from others. Persuaders can play an important part in the development of an individual’s self-beliefs. Positive persuasions may work to encourage and empower, whereas negative persuasions can work to defeat and weaken self-beliefs. The fourth source comes from physiological states such as anxiety, stress, arousal, fatigue, and mood states. Strong emotional reactions to a task provide cues about the anticipated success or failure of the outcome.
Self-efficacy beliefs influence the choices people make and the courses of action they pursue. Most people engage in tasks in which they feel competent and confident and avoid those in which they do not. Beliefs of personal competence also help determine how much effort people will expend on an activity, how long they will persevere when confronting obstacles, and how resilient they will prove in the face of adverse situations—the higher the sense of efficacy, the greater the effort, persistence, and resilience. Efficacy beliefs also influence the amount of stress and anxiety individuals experience as they engage in a task and the level of accomplishment they realize. High self-efficacy helps create feelings of serenity in approaching difficult tasks and activities. Conversely, low self-efficacy fosters stress and depression, which make people believe that things are tougher than they really are.
These theories of beliefs in self-efficacy imply that students with a high sense of self-efficacy approach difficult tasks as challenges to be mastered rather than as dangers to be avoided. In the face of failure, they heighten their efforts, more easily recover their confidence after failures or setbacks, and attribute failures to insufficient effort or deficient knowledge and skills which they believe they are capable of acquiring. Therefore, it is the teachers’ task to help students develop a high sense of self-efficacy.

Part Ⅳ. A Survey:Data Collection and Analysis of the Learning Effectiveness  调查：学习成效的数据收集和分析

4.1 About the Interview
In the previous part, we have understand what is motivation , three types of motivation and factors related to motivation in second langue learning. This part we will use interview to collect data to analyses the effectiveness by motivation. The advantages of interviewing are various. It can elicit information which is impossible to obtain by other data-collection techniques(Wen,2001). For example, we cannot observe feelings, thoughts and intentions. We cannot observe situations that took place at some previous point in time. We have to ask people questions about those things. Thus the purpose of interviewing is to allow us to enter into the other person’s perspective. The assumption we have for interviewing is that the perspective of others is meaning本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。