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1 Introduction

1.1 Background of the Survey
According to these, we can conclude, education not only needs to teach studentsknowledge and skills, but also focus on the psychological development of students.Self-efficacy, as one of psychological factors, first put forward by American psychologistAlbert Bandura (1977), has got more concerns. Bandura thought the earlier learning theoryfocused on the acquirement of knowledge and skills, and at the same time, the motivationtheory concentrated on what motivation could strengthen the behavior of learners. So both ofthem ignored behavior and motivation, or in other words, they ignored the medium ofconnection between knowledge and motivation. For example, although people know exactlywhat they should do, they can’t give a proper performance through behavior yet. In thisprocess, regulating the relationship between motivation of knowledge and behavioralmotivation through self-Reference is self-efficacy. According to Bandura, self-efficacy reflectsthe belief in capacity that individual engaged in a specific task. To some extent, it decides howthe coping behavior that individual generated and the efforts of individual related to the taskcontinue. Thus, the individual who has higher self-efficacy tends to choose more challengingtask and stick to continue to adhere to success constantly. Otherwise, individual with lowself-efficacy tends to give up the task due to facing the difficulties and risk.
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1.2 Significance of the Survey
Self-efficacy, as psychological factor, is drawn more attention after proposed. The coreconcept is individual’s judgment and evaluation of their abilities, so it is also called the senseof self ability. Through the investigation that self-efficacy affects classroom learning,Elizabeth A. Linnenbrink & Paul R. Pintrich (2003) found effective learning involves inbehavior such as raising hands, looking up, etc. as well as cognition and motivation ofparticipation. Only combination of participation of cognition, motivation and behavior canproduce effective learning (Figure 1.1), however, the participation of cognition, motivationand behavior are affected by self-efficacy. That is to say, the higher self-efficacy students have,the stronger they are eager to participate. In addition, many researches of self-efficacy both athome and abroad proved self-efficacy is related to other variables such as academicmotivation, academic achievement, attribution and learning strategies, etc.According to Elizabeth A. Linnenbrink & Paul R. Pintrich(2003), self-efficacy isconsidered to be the important factors that affect students’ academic ability and personalitydevelopment. Modern education emphasizes developing students’ lifelong learning ability,aims to teach them to learn autonomously. To achieve the educational goals, the developmentof self-efficacy will play an important role in this process to develop students’ autonomouslearning ability. On the other hand, the study of students’ self-efficacy can help teachersunderstand students’ self-evaluation and choose the effective way to enhance students’self-efficacy through studying the causes of self-efficacy.
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2 Literature Review

2.1 Relevant Concepts to Self-efficacy
Bandura’s theory of self-efficacy (1986) thought self-efficacy reflects the belief incapacity that individual engaged in a specific task. According to Bandura, perceive aca