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performance, education and so forth. Many experts have beeninterested in the self-efficacy in the domain of education, so a lot of researchers havedone empirical studies on the influence of self-efficacy on students’ learning. In thefollowing section, some studies about self-efficacy abroad and at home will beintroduced.AbroadMany studies (McCarthy & Rinderer, 1985; Pajares & Johnson 1996; Millset al,2007; Kirmizi, 2015) tested that self-efficacy had a relation with general L2achievement or performance in a specific domain of L2. Learners with higherself-efficacy tended to achieve a better academic performance. McCarthy et al (1985)carried out a study and discovered that self-efficacy was significantly correlated withstudents’ academic performance. Pajares & Johnson (1996) researched therelationship between self-efficacy and writing performance among senior-onestudents. It found that students’ self-efficacy had a strong direct effect on their writingperformance. More recently, Kirmizi (2015) conducted a study involving 130 highereducation EFL learners. The survey revealed self-efficacy was the most importantpredictor of academic success through regression analysis.Many studies proved that learners’ self-efficacy decided their behavioralmotivation. Learners with higher academic self-efficacy were highly motivated incertain activities, while those with lower self-efficacy were likely to be less motivatedin some activities. Noels (2001) testified what mentioned above in their study ofsecond language learners. They stated that individuals with high intrinsic motivationwere high in self-efficacy, and low anxiety.
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Chapter 3 Theoretical Framework ....... 12
3.1 L2 Motivational Self System ........... 12
3.2 Academic Self-efficacy ........... 18
3.3 The Hypothesized Theoretical Model....... 19
Chapter 4 Research Design......... 21
4.1 Research Questions........ 21
4.2 Participants............ 21
4.3 Instruments............ 22
4.3.1 Questionnaire ....... 22
4.3.2 Interview Outline .......... 23
4.4 Procedure ..... 24
Chapter 5 Results ...... 26
5.1 The Influence of Students’ Academic Self-efficacy  ..... 26
5.2 The Influence of Ideal L2 Self on English Competence...... 29
5.3 The Analysis of the Mediation Effect of the Ideal L2 Self ........... 30

Chapter 5 Results

This chaptershows and analyzes the results of the study according to the researchquestions: academic self-efficacy predicts ideal L2 self and English competence; idealL2 self predicts English competence; the relation between English competence andself-efficacy is mediated by ideal L2 self. The results are about the descriptivestatistics of ideal L2 self, academic self-efficacy and English competence respectively;the correlation analysis between ideal L2 self, academic self-efficacy and Englishcompetence; the regression analysis among ideal L2 self, academic self-efficacy andEnglish competence; the path analysis among ideal L2 self, academic self-efficacyand English competence.

5.1 The Influence of Students’Academic Self-efficacy on Ideal L2 Selfand English Competence

The reliability of the three variables (ideal L2 self, self-efficacy, and Englishcompetence)of the questionnaire are measured by Cronbach alpha coefficient.TheCronbach alpha of the questionnaire is 0.888, and that of thre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。